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Abstract

This study aims to identify the challenges faced by senior high school students in writing argumentative texts and to analyze the effectiveness of the Process Genre approach and peer feedback in improving argumentative writing skills. This research employed a Systematic Literature Review (SLR) by analyzing 10 scholarly articles published between 2020 and 2025. The findings indicate that students encounter several challenges, including cognitive, structural, linguistic, digital literacy, and metacognitive barriers, which affect the development of arguments and overall coherence of writing. The results also reveal that the Process Genre approach effectively supports students in understanding text structure and organizing ideas systematically, while peer feedback enhances students’ reflective abilities and improves the quality of revisions. In addition, the use of digital media facilitates access to information and supports the organization of arguments. These findings suggest that integrating the Process Genre approach, peer feedback, and digital technology can significantly improve students’ argumentative writing skills. This study contributes to the development of more structured, collaborative, and learner-centered writing instruction.

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