Implementing personal journal writing to improve writing recount text

Abstract

This study set out to determine whether the writing achievement of seventh-grade students who were instructed to use personal journal writing differed significantly. This study relied on a quasi-experimental design. The technique of purposive sampling was applied. Written examinations were used in this study. The t-test was employed to assess the data. It was discovered that t-obtained (10.69) was greater than t-table (1.99) based on the outcome of the independent sample t-test, which compared the post-test results between the experimental and control groups. It indicated that students who were educated through writing in their personal journals and those who were not had very different writing achievement levels.