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All Journal Cakrawala Pendidikan Majalah Transformatika Al Ishlah Jurnal Pendidikan Indonesian Journal of Education and Learning Edukasi : Jurnal Penelitian dan Artikel Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Languages and Language Teaching English Language and Literature International Conference (ELLiC) Proceedings Journal of Research on Applied Linguistics, Language, and Language Teaching Jurnal Basicedu JOLLT Journal of Languages and Language Teaching Nusantara Hasana Journal ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Journal Of Human And Education (JAHE) Jurnal Basicedu Journal of English Language Teaching, Linguistics and Literature (JETLEE) Leksema: Jurnal Bahasa dan Sastra Inovasi Sosial: Jurnal Pengabdian Masyarakat EDUKASI : Jurnal Penelitian dan Artikel Pendidikan
Sri Sarwanti
Universitas Tidar
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Enhancing Students’ Narrative Writing Skills Through Peer Dynamic Assessment: A Classroom Action Research Sarwanti, Sri; Sotlikova, Rimajon; Winarsih , Dwi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18351

Abstract

This classroom action research aimed to improve students’ narrative writing skills through the implementation of Peer Dynamic Assessment (PDA). The study was conducted in three cycles involving 30 students of the eleventh grade. The data were collected through writing tests, observations, and interviews. The results showed continuous improvement in students’ writing performance. The mean scores increased from 66.5 in the pre-cycle to 73.2 in Cycle I, 78.6 in Cycle II, and 84.8 in Cycle III. The percentage of students achieving the minimum mastery criterion (KKM 75) also rose from 26.7% to 93.3%. Students demonstrated better control of text structure, grammar, vocabulary, and mechanics. Qualitative findings revealed that students were more motivated and aware of their errors through collaborative feedback. These findings indicate that Peer Dynamic Assessment is an effective approach to enhance both cognitive and affective aspects of writing instruction.
Co-Authors Achmad Busrotun Nufus Ad’wa Fauzan Agnes Oktavia P. Agnira Rekha Agus Santoso Ahmad Muhlisin Aldias Gendis Syandiva Arnanda Yusliwidaka Azkia, Zukhrufa Zahra Wina Bagas Safrudin Damayanti, Elok Dhikaz Wening Wulan Dwi Novianto Dwi Novianto Dwi Winarsih Endah Ratnaningsih Handayani, Priliana Herlina Eka Ramadani Irma Agustin Jaka Warsihna Jalunggono, Gentur Lilia Ellany Mohtar Lilia Indriani Lucia Rita Indrawati Mazid, Sukron Muhammad Aldo Savero Niken Aulia Putri Nilasari, Ayunda Putri Nita Rahmawati, Nita Nur Ardiansyah Pujiatmoko, Pujiatmoko Retnosari Retnosari, Retnosari Rhini Fatmasari, Rhini Rima Sotlikova Rini Estiyowati Ikaningrum Ristania Fielda Nayudyantika Rizky Rizky Selvi Septiana Putri Shuluh Aziki Sotlikova, Rima Sotlikova, Rimajon Sri Haryati Sri Tatminingsih Sukarno Sukarno Taufiq, Suhendra Togar Laut, Lorentino Warsihna, Jaka Wildan Dzaki Mukholadun Winarsih , Dwi