Enhancing Writing Ability Through Daily Journal Activities

Rangganis Siwi Amumpuni; Yunda Lestari; Pham Minh Khoa; Nguyen Thi Mai Linh

Authors

Rangganis Siwi Amumpuni Universitas PGRI Madiun, Indonesia Author
Yunda Lestari Universitas Baturaja, Indonesia Author
Pham Minh Khoa University of Languages and International Studies, Vietnam Author
Nguyen Thi Mai Linh University of Languages and International Studies, Vietnam Author

Keywords:

Writing ability, journal writing, EFL learners, pre-test post-test, classroom intervention

Abstract

This study explores the effect of daily journal writing on the writing ability of 30 junior high school students over a four-week period. Students completed daily entries to improve their word count, idea flow, and sentence cohesion. A pre-test and post-test were administered, and results were analyzed using a paired sample t-test. The average pre-test score was 8.37 (SD = 1.671), while the post-test average increased significantly to 13.77 (SD = 1.165). The t-test showed a significant difference (t = -36.350, p < 0.05), confirming the effectiveness of the intervention. Additionally, students’ average word count rose from approximately 75 to 140 words. Qualitative analysis of journal entries indicated improved coherence, more varied vocabulary, and better sentence transitions. These findings suggest that consistent journal writing can significantly enhance writing fluency in EFL learners.

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