THE INFLUENCE OF PEER REVIEW ON STUDENTS’ DESCRIPTIVE WRITING AT THE EIGHTH GRADE OF FITRAH INSANI JUNIOR HIGH SCHOOL IN THE ACADEMIC YEAR OF 2025/2026

M. RIZQY, UMAR ABDUL AZIZ (2026) THE INFLUENCE OF PEER REVIEW ON STUDENTS’ DESCRIPTIVE WRITING AT THE EIGHTH GRADE OF FITRAH INSANI JUNIOR HIGH SCHOOL IN THE ACADEMIC YEAR OF 2025/2026. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study investigates the influence of the Peer Review method on the descriptive text writing ability of eighth-grade students at Fitrah Insani Junior High School in the Academic Year of 2025/2026. A preliminary investigation revealed that students struggled with the prescribed generic structure, the Simple Present Tense, subject-verb agreement, and basic mechanical conventions. These difficulties were further reinforced by a teacher-centered classroom environment that denied students any opportunity for collaborative drafting or iterative revision. The Peer Review method was therefore implemented as a structured, student-centered intervention to address these deficiencies through guided peer collaboration. This research employed a quantitative quasi-experimental design. A total of 45 students were selected from the population of 46 eighth-graders, divided into an experimental class (20 students) and a control class (25 students). The experimental class was taught using the Peer Review method with a structured Peer Review Checklist on the topic of “Describing People” in a single 80-minute session, while the control class received conventional Scientific Approach instruction. Data were gathered through pre-test and post-test instruments, scored across five dimensions: Content, Organization, Vocabulary, Language Use, and Mechanics, by two independent raters. The hypothesis was tested using the Independent Samples TTest via SPSS. The results demonstrate that the experimental class achieved a mean post-test score of 82.70, significantly higher than the control class mean of 72.20, yielding a mean difference of 10.500, a t-value of 4.201, and a 95% Confidence Interval ranging from 5.460 to 15.540. The significance value (Sig. 2-tailed) of 0.000 falls well below the 0.05 alpha level, leading to the rejection of the null hypothesis ( and the acceptance of the alternative hypothesis ( These findings confirm that the Peer Review method exerts a highly significant and positive influence on students’ descriptive text writing ability, offering a validated, student-centered solution to the writing challenges faced by junior high school EFL learners in Indonesia.

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