INVESTIGATION OF THE FACTORS INFLUENCING THE EFFECTIVENESS OF PEER EDITING IN ENHANCING STUDENTS’ ENGLISH WRITING SKILLS

Abstract

This study aims to analyze the factors affecting the effectiveness of the peer editing technique in improving the recount writing skills of Grade XI Science 2 students at SMAN 19 Palembang. The research employed a mixed methods approach, combining quantitative and qualitative designs. Quantitatively, students’ writing improvement was measured through a one-group pretest-posttest design, while qualitative data were obtained through observations and interviews to explore factors influencing peer editing effectiveness. The instruments included a modified writing assessment rubric from Brown (2004), observation sheets, interview guides, and peer editing worksheets. The paired sample t-test results revealed a significant improvement in students’ writing skills, with an overall average increase of 37% (t = 12.34; p < 0.05). The most notable improvements were observed in text organization and mechanics, each increasing by 40%. Qualitative analysis indicated that peer editing effectiveness was influenced by student readiness, feedback-giving skills, teacher support, and a collaborative classroom environment.