The effect of journal writing on students’ writing ability and self-efficacy

Rojab Siti Rodliyah, Arina Khoirunnisa


This study aims to examine the effect of journal writing on students’ writing ability and self-efficacy. A mixed-method research design was employed utilizing quantitative and quantitative data analysis. A one-group pre-post-test experimental study involving 33 students of tenth-grade students was administered in one public senior high school in Bandung. The quantitative data were gathered through a pre-test, post-test, and questionnaire. Meanwhile, qualitative data analysis was conducted on the students’ writing in the pre-test, post-test, and interview. Students’ writing was analyzed based on The ESL Composition Profile proposed by Jacobs et al. (1981). The results showed that content and organization were the most affected, followed by mechanics, vocabulary, and language use. Furthermore, based on the interview, students formed their self-efficacy based on four sources, namely performance outcomes, vicarious experience and verbal persuasion, and physiological feedback, which they acquired from writing journals. 


Journal writing; self-efficacy; writing ability

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