The Implementation of Peer Collaboration in Teaching Writing Recount Text For Grade IX Students of Junior High School

The main objectives of this study were to describe the implementation of peer
collaboration in teaching writing recount text and to explore the reasons for its
implementation in Grade IX of junior high school. This study employed a
descriptive qualitative research design. The data sources were one English teacher
and the ninth-grade students of SMP Muhammadiyah 1 Medan. The data were
collected through classroom observation, interviews, and documentation to obtain
in-depth information regarding the stages of peer collaboration and the teacher‘s
considerations in applying the strategy. The instruments used in this study
included observation checklists, semi-structured interview guidelines, and relevant
documents. The data were analyzed using qualitative descriptive analysis
involving data condensation, data display, and conclusion drawing. The findings
revealed that peer collaboration was implemented through several stages of the
writing process, including pre-writing, drafting, peer reviewing, and revising. The
results showed that peer collaboration helped students improve the organization of
ideas, grammatical accuracy, and coherence in writing recount texts. However,
some challenges were found, such as students‘ lack of confidence in providing
peer feedback and unequal participation among students with different proficiency
levels. These findings indicate that although peer collaboration contributed
positively to students‘ writing development and classroom engagement, its
effectiveness depended on students‘ background and required careful guidance
from the teacher to achieve optimal results.