<![CDATA[The development of students’ analytical skills has become an important goal in English language learning, particularly through learning activities that encourage active engagement and higher-order thinking. Although peer assessment has been widely recognized as an effective formative assessment strategy, research exploring factors that influence the development of students’ analytical skills during peer assessment in English classrooms is still very limited. Therefore, this research aims to identify factors that influence the development of students’ analytical skills through peer assessment. This research used a descriptive qualitative design involving nine tenth-grade students at SMA Negeri 2 Makassar, Indonesia, who were purposively selected based on three levels of analytical ability improvement: high, middle, and low. Data were collected through semi-structured interviews and analyzed using data reduction, data display, and conclusion drawing and verification. The findings revealed nine factors that influence the development of students' analytical skills: reading strategy, text structure awareness, evidence evaluation, vocabulary knowledge, transitional signals, language use, self-confidence, learning motivation, and objectivity concerns. These factors were further categorized into three broader dimensions: personal competence, linguistic, and psychological factors. The findings indicate that the effectiveness of peer assessment in developing analytical skills depends not only on the assessment activity itself, but also on students’ competency, language proficiency, and psychological readiness. These findings provide practical implications for English teachers in designing peer assessment activities that better support students’ analytical development through appropriate competency, linguistic, and psychological support.]]>
