EFL students perceptions towards collaborative learning: peer editing in encountering writing problems among senior high school students in Jakarta

wulan haryanti wijaya; tri setyaningsih, m.pd.;

MISNAWATI. 2001055040: EFL students perceptions towards collaborative learning: peer editing in encountering writing problems among senior high school students in Jakarta.
This study aims to determine whether peer editing within collaborative learning can effectively enhance student writing skills and to investigate how peer editing contributes to this improvement. The research involved 25 students who completed a questionnaire, from which five were selected for interviews to provide deeper insights into their experiences and perceptions. Employing a mixed-methods approach, the study integrates both quantitative and qualitative research. A sequential explanatory data collection design was utilized, starting with a quantitative phase that included distributing a questionnaire via Google Forms to gather EFL students' perceptions of collaborative learning and peer editing. Subsequently, semi-structured interviews lasting 10 to 20 minutes were conducted in Indonesian with selected senior high school students, creating a comfortable environment for them to express their thoughts. The findings revealed that students perceive peer editing as a valuable collaborative learning tool significantly enhancing their writing skills. Participants reported that peer editing improved their writing abilities, helped develop their critical thinking skills, and increased their confidence in writing. This underscores the potential of peer editing to enhance students' writing capabilities.