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This study aims at improving the writing ability of eighth-grade students of SMPN 83 West Jakarta especially descriptive paragraphs through collaborative writing techniques due to their poor ability to deal with the four language aspects covering organization, vocabulary, grammar, and mechanics. The classroom action research design is employed in this study which involves two English teachers from the school where the study is done: they are the researcher and her colleague. Three cycles are applied through four stages which cover planning, implementation/action, observation, and reflection for each cycle. The instruments which are used to obtain the data are (1) field notes, (2) the student’s portfolio, (3) an observation checklist, and (4) interviews. The obtained data are analyzed by describing all of the events related to the implementation of collaborative writing techniques in writing descriptive paragraphs which are conducted in eight meetings in the classroom. The findings show that through the implementation of collaborative writing techniques in three cycles, the student’s writing ability of grade 8 of SMPN 83 West Jakarta especially in writing a descriptive paragraph in the academic year 2014 – 2015 can be improved. This is shown by the increasing number of students who are able to achieve the good level and the very good level. 27 out of 31 students (87.09 %) are able to achieve the good and very good level ability to write ability especially in writing descriptive paragraphs. The result is achieved through two stages in each cycle, they are (1) the class preparation which aims at familiarizing students with the collaborative writing technique and the language demand preparation, (2) the task accomplishment stage deals with the individual writing which requires an independent work with the teacher’s and the collaborator’s guidance by employing the writing process activities which comprise (a) prewriting which consists of the chosen topic – done at home – and developed to be free writing at school, (b) drafting based on the free writing, (c) evaluating which consists of self and peer assessment and the teacher and the collaborator – learner’s conference, (d) revising to create the final draft and (e) post writing which consists polish writing and publishing by displaying the final product on the school wall magazine.