The Effect of Short Daily Writing Journal Challenge on Students Writing Ability
Abstract
Writing remains a challenging skill for many English learners due to difficulties in developing ideas, using correct grammar, and choosing appropriate vocabulary. This study used a quantitative pre-experimental one-group pre-test and post-test design to examine the effect of the Short Daily Writing Journal Challenge on students’ writing ability. The participants were 15 eighth-grade students at MTsN 1 Kota Surabaya. Data were analyzed using descriptive statistics, the Shapiro-Wilk test, and the Wilcoxon Signed-Rank Test. The results indicated that the mean score increased from 69.58 to 93.33, with a p-value of 0.003, indicating a statistically significant improvement (p < 0.05). The Short Daily Writing Journal Challenge effectively improved students’ writing ability.
Keywords
References
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DOI: https://doi.org/10.31004/jele.v11i5.3047
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