Melola Discovery

← Melola Discovery

Jurnal

The Impact Of Peer Review On Writing Instruction: Exploring Students' Learning Motivation At SD Marsudirini Semarang

English Education Journal · Vol. 15 No. 2 (2025) · hlm. 32–31

DOI
10.15294/eej.v15i1.20754
Terbit
2025-09-30
Penerbit
English Education Journal
Bahasa
eng

Abstrak

This study aims to investigate the impact of peer review on writing instruction and students' learning motivation. Conventional teaching methods were found to be ineffective, leading to low student engagement and poor writing scores. By incorporating the peer review technique, the experimental group demonstrated significantly higher levels of participation and improved writing performance than the control group. These findings highlight the potential of Peer review by applying a mixed-method type, quasi-experiment research design (quantitative research – test) and (qualitative research – observation and questionnaire). The results of the student's participation in the control class were 2.95, with a moderate degree level. Meanwhile, the results of the peer review questionnaire in increasing the motivation of experimental class students were 3,76 with a high degree level. A statistical test will determine whether peer review has impaction and writing ability through an independent sample t-test using SPSS 29. As a result, Peer review effectively enhances students' writing ability with a mean of 76. It means that the experimental class students' writing ability scores are in a suitable category.

Kata kunci

Jaringan kolaborasi para penulis

40 penulis · 149 tautan kepenulisan bersama · menampilkan 40 yang paling banyak terhubung

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • Institut Teknologi Sepuluh Nopember
  • Institut Agama Islam Negeri Kendari
  • Universitas Airlangga
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Issy YuliasriAfiliasi tidak diketahui9
Suwandi SuwandiAfiliasi tidak diketahui5
SRI WAHYUNIAfiliasi tidak diketahui5
Abdurrachman FaridiAfiliasi tidak diketahui4
Januarius MujiyantoAfiliasi tidak diketahui4
Hendi PratamaAfiliasi tidak diketahui4
Djoko SutopoAfiliasi tidak diketahui3
Mursid SalehAfiliasi tidak diketahui3
Zulfa SakhiyyaAfiliasi tidak diketahui3
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui3
Sri Wuli FitriatiAfiliasi tidak diketahui2
Dwi RukminiAfiliasi tidak diketahui2
Ahmad SofwanAfiliasi tidak diketahui2
Sri Wuli FitriatiAfiliasi tidak diketahui2
Bambang PurwantoAfiliasi tidak diketahui2
Subagus WahyuonoAfiliasi tidak diketahui2
Fahrur RoziInstitut Teknologi Sepuluh Nopember2
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui2
Salsa SafiraAfiliasi tidak diketahui1
Wahyu Puji LestariAfiliasi tidak diketahui1
Nyayu Yayu SuryaniAfiliasi tidak diketahui1
Nesia OktaniaAfiliasi tidak diketahui1
Novi Rahmania AquarizaAfiliasi tidak diketahui1
Ali MasyharAfiliasi tidak diketahui1
Heru SaputraAfiliasi tidak diketahui1
Dolendra PaudelAfiliasi tidak diketahui1
Hana Azmi Zakiyyah MustaqimahAfiliasi tidak diketahui1
Wa Ode Zulhidjah AwalyahInstitut Agama Islam Negeri Kendari1
Muhamad Dedi Manfaluthi ManfaluthiAfiliasi tidak diketahui1
Yuliana YulianaAfiliasi tidak diketahui1
Eka FatmawatiAfiliasi tidak diketahui1
Frimadhona SyafriAfiliasi tidak diketahui1
wilis nurlelaAfiliasi tidak diketahui1
Andini Lusiana SariAfiliasi tidak diketahui1
Widya AmaliaAfiliasi tidak diketahui1
Hamidah Ary RuchanaAfiliasi tidak diketahui1
Endah PurwantiUniversitas Airlangga1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">The Impact Of Peer Review On Writing Instruction: Exploring Students' Learning Motivation At SD Marsudirini Semarang</dc:title>
	<dc:creator xml:lang="en">Syarifa Manullang</dc:creator>
	<dc:creator xml:lang="en">Puji Astuti</dc:creator>
	<dc:creator xml:lang="en">Rudi Hartono</dc:creator>
	<dc:subject xml:lang="en">Collaborative learning, Peer review, Writing instruction.</dc:subject>
	<dc:description xml:lang="en">This study aims to investigate the impact of peer review on writing instruction and students' learning motivation. Conventional teaching methods were found to be ineffective, leading to low student engagement and poor writing scores. By incorporating the peer review technique, the experimental group demonstrated significantly higher levels of participation and improved writing performance than the control group. These findings highlight the potential of Peer review by applying a mixed-method type, quasi-experiment research design (quantitative research – test) and (qualitative research – observation and questionnaire). The results of the student's participation in the control class were 2.95, with a moderate degree level. Meanwhile, the results of the peer review questionnaire in increasing the motivation of experimental class students were 3,76 with a high degree level. A statistical test will determine whether peer review has impaction and writing ability through an independent sample t-test using SPSS 29. As a result, Peer review effectively enhances students' writing ability with a mean of 76. It means that the experimental class students' writing ability scores are in a suitable category.</dc:description>
	<dc:publisher xml:lang="en">English Education Journal</dc:publisher>
	<dc:date>2025-09-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/eej/article/view/20754</dc:identifier>
	<dc:identifier>10.15294/eej.v15i1.20754</dc:identifier>
	<dc:source xml:lang="en">English Education Journal; Vol. 15 No. 2 (2025): September 2025; 32-31</dc:source>
	<dc:source>10.15294/eej.v15i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/eej/article/view/20754/7652</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 English Education Journal</dc:rights>
</oai_dc:dc>