ENHANCING WRITING FLUENCY THROUGH JOURNALING: A CLASSROOM ACTION RESEARCH
DOI:
https://doi.org/10.30587/inatesol.v2i1.9834Keywords:
Writing fluency, journaling, Classroom Action Research, writing confidence, student engagementAbstract
This Classroom Action Research explores the impact of journaling on developing writing fluency among 20 eighth-grade students at SMP Muhammadiyah 1 Gresik. Writing fluency, encompassing speed, coherence, and volume, is critical for academic success yet remains a challenge for many students due to anxiety, limited practice, and lack of confidence. The study aimed to address these barriers by incorporating daily and weekly journaling activities into classroom practice. Using both quantitative and qualitative methods, the research measured improvements in students' writing speed, word count, coherence, and self-reported confidence, complemented by thematic analysis of interviews and surveys. Findings revealed significant improvements in writing fluency, with writing speed increasing by 66.7%, word count by 80%, and coherence scores by 20%. Students also reported increased confidence and reduced anxiety toward writing, attributed to the low-stakes, flexible nature of journaling. Observations highlighted heightened engagement, with students viewing journaling as an enjoyable and meaningful activity. ESL learners demonstrated notable gains in vocabulary use and sentence complexity, benefitting from consistent practice. The study concludes that journaling fosters a supportive environment that enhances writing fluency and confidence while promoting creativity and self-expression. These findings provide practical recommendations for integrating journaling into classroom practices to support diverse learners and advance writing proficiency in secondary education. Future research should explore long-term impacts and the role of specific journaling prompts
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