THE EFFECTIVENESS OF JOURNALING ACTIVITIES IN IMPROVING STUDENT'S WRITING CAPABILITIES AT SUBULUSSALAM ISLAMIC BOARDING SCHOOL

WILDANIA MAGHFURIN, 126203213228 and FITRI HANDAYANI, 198502032025212004 (2025) THE EFFECTIVENESS OF JOURNALING ACTIVITIES IN IMPROVING STUDENT'S WRITING CAPABILITIES AT SUBULUSSALAM ISLAMIC BOARDING SCHOOL. [ Skripsi ]

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Abstract

ABSTRACT Wildania Maghfurin, 126203213228, The Effectiveness of Journaling Activity in Improving Students’ Writing Capabilities at Subulussalam Boarding School (a Quasi-Experimental Research at Subulussalam Academic Year 2024/2025), Skripsi, English Education Department, The Faculty of Tarbiyah and Teacher Training, State Islamic University of Sayyid Ali Rahmatullah Tulungagung, 2025. Keywords: journal writing, writing capabilities, gratitude journal This research aims to evaluate the effectiveness of the journaling strategy in improving students' writing performance and to determine whether there is a significant difference in writing ability between students who are taught using a journaling strategy and those who are not at Subulussalam Islamic Boarding School. This research employed a quasi-experimental design with a quantitative research approach, utilizing two groups: an experimental group and a control group. The experimental group consisted of students from Marhalah Ula, while the control group comprised students from Marhalah Tsanni. The research instrument used was a writing test, which was administered as both a pre-test and a post-test. Data collection involved quantitative methods, specifically utilizing the non-parametric Mann-Whitney test for analysis because the data were not homogeneous. The results of this research demonstrated that using a journaling strategy effectively improved writing skills. This was evident from the calculation results, which showed that the students in the experimental class scored higher than those in the control class. The mean score for the post-test in the experimental class was 81.47, while the mean score for the post-test in the control class was 60.20. Furthermore, according to the SPSS results, the significance level for the pre-test was 0.005, while the post-test result was 0.001. Both of these values are below 0.05, indicating a highly significant difference in student outcomes after receiving treatment through the journaling writing strategy. Therefore, this supports the alternative hypothesis, which states that there is a significant difference between the scores of students who were taught using the journaling strategy and those who were not.

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