CONTEXT AND RATIONALE

For many students, writing is a regular source of difficulty. Students, most especially in
the 10th grade students frequently struggle to put ideas into phrases, make sense of these
ideas, perspective, and feelings. Students also observed to have a difficulty in following the
complex rules of syntax and punctuation. It takes more than just writing words on a page to
create a content rich and with substance thought or idea. Errors in grammar, lack of vocabulary,
mindless of punctuation and capitalization, and putting transition of thoughts can be problems in
writing. These common problems were seen and observed among the students that the lack of
writing skills brought to many affected factors or indicators such the focus and detail of the
writing, the planned structure of it, the significant purpose, and the essence of language used.

At Tanjungpura University, an action research project titled 'Enhancing Vocabulary in

Writing Skills' was conducted in a class from SMP Negeri 2 Meliau. The primary objective was
to address the issue of students' vocabulary proficiency in writing descriptive texts. Recognizing
the critical role of vocabulary in effective written communication, this study aims to provide a
tangible solution to the identified problem. To achieve this, the research introduced an
innovative teaching approach, the "word search game," as the primary instructional tool in two
distinct cycles. The first cycle yielded an average to good score of 62.38, while the second cycle
saw a significant improvement with a score of 80, categorized as good to excellent. These
findings underscore the efficacy of the word search game in enhancing students' vocabulary
mastery within the context of descriptive text writing. The significance of this research lies in its
practical application within a specific educational setting, addressing a critical need for improved
vocabulary skills in writing, and showcasing how innovative teaching strategies like the word
search game can effectively enhance students' vocabulary and writing abilities.

In Zambales, specifically in Subic National High School, a study was conducted entitled
“Reflective Journal Writing Technique (RJWT) in Improving the Report Writing Skills of Science
II High School Students” this study was administered by analyzing one classroom of grade 8
Science class. The researchers discovered that various students have difficulties on the use of
grammar, use of proper word spelling, use of appropriate punctuation marks and the use of
English language in translating scientific explanations. Through the results of this study, the use
of reflective journal writing technique (RJWT) was found to be effective and useful based on the
results. It improved the level of performance of the students, specifically on their report writing
skills, as indicated in the results of their pre-test/post-test, written quizzes, laboratory reports,
and journal entries. The observable improvement on the proficiency of students on the report
writing sub-skills also indicated a positive impact in applying the technique.

In the study of Alan Compe (2017) found out students’ level of English Language
Proficiency among secondary students in San Miguel National Comprehensive High School -
Main Campus. The study reveals that the students’ level of proficiency is at the average of
moderate proficiency. In grammar, the students rated high proficiency. In vocabulary, reading,
speaking and listening, the students were rated moderate proficiency. It is in the writing that the
students are rated low proficiency. This reflects that students have glaring difficulty in writing in
English.

Moreover, Lorie Mae P. et. al. (2020) investigated the level of English major’s writing
proficiency in pre-test and post-test along with content, mechanics, organization, diction,
elaboration, and support; to identify the level of effectiveness of the interactive technique and be
able to establish an output based on the research findings. The study unveils that student
writing in the post-test improved from the pre-test GWM of 2.28 interpreted as "developing" to
2.58 GWM in the post-test interpreted as "approaching proficiency", indicating that there is an
improvement in the writing proficiency of the students using the Interactive Writing Technique.
Moreover, these results were utilized to continuously strengthen and amplify student's basic
writing skills.

In the context of Grade 10 students at Davao City National High School, the students
faced challenges in honing their writing skills, particularly in terms of content. Many students
grapple with articulating coherent and well-developed ideas, often struggling to organize their
thoughts effectively. This issue may stem from a lack of exposure to diverse writing styles and
genres, hindering their ability to convey information with clarity. Additionally, students may
encounter difficulties in selecting relevant and compelling content, leading to papers that lack
depth or fail to engage readers. Addressing these challenges requires targeted support in the
form of writing workshops, mentorship programs, and resources that facilitate a more
comprehensive understanding of effective content creation and clear communication.

The deterioration of the use of the English language among Filipino learners, especially
in written form, has become evident at present. Errors in grammar, vocabulary, punctuation,
capitalization, and transition of thoughts, among others, have become the concerns of English
educators, curriculum planners, and even the government. The students in Davao City National
High. School was observed to have lack skills in writing most probably in content-area and to
assess them in other technicalities of writing and issues in mentioned problems. Furthermore,
this study will address primarily the needs of the Grade 10 students to enhance writing skills in
establishing the content. That is considered useful and helpful for them in the future writing
endeavours such as research papers, business plans, concept papers, and many more.

Review of Related Literature

This part of research shows the related students that is proven and tested by authors
through a published works. It is challenge producing content is like to navigating an unclear
thought maze. Sentences become jumbled when trying to express ideas coherently. Writing a
strong thesis is similar to attempting to construct a strong bridge without the necessary
equipment. This study attempts to discuss the facts, reasons, cause and rational grounds of
enhancing the writing skills of the students through daily journal writing. The following were the
salient concept that supports the principles of the study;

Writing Skills

Writing is a part of English students has to master beside of speaking, listening, and
reading, Subroto (2015). Sometimes, most of the students consider English as a difficult subject
to learn and get bored in writing activity as they must spend many times to express their ideas in
to writing product. In writing skills, several types of texts or genres should be taught in junior
high school such as; descriptive text, recount text, procedure text, narrative text and report text.

Additionally, Gepila (2019), asserted that among the four major language skills —
listening, speaking, reading, and writing—teaching and learning writing is deemed the most
challenging. This acknowledgment suggests that mastering the art of written expression
presents unique difficulties compared to the other language competencies. Gepila's observation
underscores the intricate nature of writing, implying that it involves a complex set of cognitive
and linguistic processes. The recognition of writing as the most demanding skill highlights the
need for specialized instructional approaches and support to effectively cultivate writing
proficiency in learners. Educators may find this insight valuable in shaping pedagogical
strategies to address the perceived challenges associated with teaching and acquiring writing
skills.

English writing skill encourages students to employ their understanding of micro

linguistics, for example morphology, syntax, and semantics that have already been learned in
English class (Menggo, Suastra, Budiarsa, & Padmadewi, 2019). This will help students to
understand and learn the language for them to communicate effectively not just by speaking but
also in writing. By integrating these micro linguistic skills, students can improve their overall
writing proficiency, making their texts more precise, coherent, and meaningful. This holistic
approach to writing not only reinforces their linguistic knowledge but also empowers them to
express their ideas more effectively and creatively.

The research findings conducted by (Tusyanah, Anissahayatina, Sakitri, & Utami, 2019),
who claimed that writing is a fundamental skill in language learning. The learners must employ
their knowledge of the language, such as grammar, diction, punctuation, spelling, and many
more. These enable learners to have a well-structured way of the presentation of thoughts in
writing communication. In this way, students can effective express thoughts and ideas in a
paper and pen way. This could also support their overall academic development by reinforcing
language concepts, fostering critical thinking, and encouraging creative expression.

In Pakistan, the writing skills of the students are alarmingly weak and substandard.
Although, English language users in Pakistan have exponentially increased to 49% in 2003 from
2% in 1961 (Dar & Khan, 2015), they still face issues in English language, particularly in writing.
These issues generally arise from incompetence in syntax, coherence, idea expansion, content
selection, topic sentence, rhetorical conventions, mechanics, organization, lack of vocabulary,
inappropriate use of vocabulary.

According to Kabigting and colleagues in 2020, writing is the main skill that needs to be
taught and learned by ESL learners. People can use writing as a way to communicate ideas and
information. For learners, the communication of what they feel and think can be completed by
writing. This implies that writing serves as a valuable tool for learners to articulate and
communicate their innermost emotions and ideas. The written medium allows individuals to
organize and convey their thoughts in a structured manner, offering a tangible and lasting form
of self-expression. Kabigting's observation underscores the significance of writing as a means of
personal and interpersonal communication, facilitating a clearer and more deliberate sharing of
thoughts and emotions. Therefore, embracing writing as a communicative tool can empower
learners to effectively convey the rich tapestry of their feelings and thoughts.

Writing Challenges among the Students

The study of Al-Badi, (2015) asserts that ESL learners suffer from the lack of knowledge
of how to organize their idea and information about the chosen academic subject and how to
summarize the written text. The lack of strategic skills is the cause of students’ difficulties in
writing useful summaries. Poor writing skills lead to inequality results. When students lack skills
in these areas, their writing may be unsatisfactory in multiple ways from poor grammar and
syntax to the unclear organization to weak reasoning and arguments.

In the research conducted by Belkhir and Benyelles in 2017 at Tlemcen University, they
delved into the challenges faced by English as Foreign Language (EFL) learners in essay
writing. The study highlighted those students’ encountered obstacles in expressing their ideas
coherently and maintaining cohesion in their essays. These difficulties were attributed to a
combination of factors, including insufficient reading habits, the influence of their first language
affecting their English writing, and a limited amount of practice in writing. The findings
emphasized the need for addressing these issues to enhance the overall writing skills of EFL
learners. The study shed light on the importance of promoting regular reading, minimizing the
impact of first language transfer, and encouraging increased writing practice to overcome these
identified challenges. This research contributes valuable insights to the on-going efforts in
improving the quality of English language education at Tlemcen University.

In 2019, Nasser conducted a study where he looked at the writing challenges faced by
Iraqi students learning English as a foreign language. He discovered that these difficulties
mainly revolved around four key areas: grammar, punctuation, spelling, and handwriting. The
students were found to struggle with constructing sentences correctly, using proper punctuation
marks, spelling words accurately, and maintaining legible handwriting. Nasser's research shed
light on the specific language-related obstacles these students were encountering in their
composition efforts. The findings underscored the importance of addressing these issues to
enhance the overall writing skills of Iraqi EFL students. The study serves as a valuable resource
for educators and curriculum developers aiming to improve English language learning outcomes
in this context.

In steadily globalized societies, linguistic aspects of content-area instruction have,

increasingly, become a concern for most teachers (Guzmán Johannessen, 2019; Uddling,
2019). Writing in content area is more than grammar and function that is considered important in
building thoughts, crafting idea, and creating a much-rich writing product. By this, it is a
necessity for the students use their writing skills to produce pieces that are informative or
explanatory.
 The writing process includes substance and content, organization of ideas, choice of
vocabulary, language features, and mechanics. A writing task encompasses the use of simple
sentences to complex or essays. Putting, discovering, and organizing feelings, beliefs, and the
ideas through symbols and through a well-constructed text make the whole process. Developing
these writing requires the learners to follow the process of learning on getting ideas, putting
them together, getting them on the paper, and refining them into a piece of writing (Umaemah et
al.2016).

In Indonesia, it is important to have well-trained workers who are good at writing in

English. This means that universities in Indonesia need to use teaching methods that help
students get better at writing, especially focusing on making the content more mature. The idea
is that by using these strategies in classroom activities, students can get better at understanding
and creating meaningful content. According to Liao and Wong's study in 2017, these strategies
are expected to improve students' ability to give important information and think critically about
different topics. Therefore, for Indonesia to meet its needs for skilled workers, it's crucial for
universities to adopt these writing strategies and help students develop their skills in creating
meaningful and critical content in English.

Structural coherence in writing provides a roadmap for readers, aiding comprehension

and retention of information (Smith, 2019). Studies have shown that well-structured writing
enhances reader engagement and facilitates the conveyance of complex ideas (Jones & Lee,
2020). Structured writing cultivates critical thinking and analytical skills, as individuals learn to
organize their thoughts cohesively (Chen & Wang, 2020). By honing content and clarity,
students develop the ability to articulate ideas succinctly and persuasively (Roberts, 2018).

Clarity ensures that the intended message is conveyed effectively, minimizing ambiguity
and misunderstanding (Brown & Miller, 2021). This will allow writers to write in a straightforward
and direct manner which students can articulate their thoughts and ideas through writing.
Scholars have underscored the role of clear language and organization in facilitating reader
comprehension (Garcia, 2019).

The strategies should be adjusted with a writing piece, which inclines to coherence
rather than cohesion to give comprehensive content cognition (Karadeniz, 2017). In the study, it
was highlighted the importance to adjust these strategies so that the writing becomes clear and
makes sense as a whole. Instead of just sticking ideas together, the emphasis should be on
creating a piece of writing that flows smoothly and is easy for readers to follow. The study
suggested that by focusing on coherence, which means making the writing clear and easy to
understand, students can better understand and remember the content they are learning.
Therefore, it is essential to adapt teaching strategies to fit this goal of creating writing that is
comprehensive and easily understood.

Journaling

Journaling is regular practice in which students write down their ideas, insights, and
observations while including quotations and references from many sources. It is important to
develop a passion of words and ideas in addition to honing your writing mechanics. According to
Jones (2020), it was said that when the class was incorporated with a journal writing routine it is
critical to develop autonomous writers. A first-grade school set out to learn the value of
producing good writers over the course of a whole year. The importance of organizing and
putting into practice genuine and purposeful journal writing sessions is supported by this study.
The results show how journal writing gives students more writing confidence and control over
their written language, and how it may empower them when teachers provide the right support.

Knowles an adult educator introduced readers to notion of personal reflection through

activities such as self-assessments and proactive reading of materials (Heimstra, 2012).
Wherein, Knowles explains that the ways in which a diary or journal writing can utilized as an
adult learning aid. This teaching strategy is used in adult education classes as a tool to support
students' personal development, knowledge synthesis, and/or introspection. To help these
students in getting the most out of their reading endeavours and other learning activities in
terms of engagement, information, and personal development. (Sisco, 2010).

Enhancing writing skills is paramount for students across all academic disciplines, as
proficient writing is a fundamental aspect of effective communication and critical thinking.
According to Smith and Johnson (2019), in their comprehensive study on the importance of
writing skills development, a strong command of writing not only facilitates academic success
but also enhances professional opportunities in various fields. Furthermore, a review by Brown
and Williams (2020) underscores the significance of honing writing skills early in one's academic
journey, as it lays a solid foundation for future academic and career endeavours. In today's
information age, where written communication dominates both personal and professional
interactions, the ability to articulate thoughts clearly and concisely is indispensable (Jones &
Lee, 2021).
 Weekly journal writing has emerged as a valuable pedagogical tool for fostering writing
proficiency among students. According to a study by Garcia et al. (2019), incorporating regular
journal writing assignments into the curriculum provides students with structured opportunities to
practice and refine their writing skills. By engaging in reflective writing exercises on a weekly
basis, students not only enhance their ability to express ideas cogently but also develop
metacognitive awareness of their writing processes (Martinez & Nguyen, 2020). Moreover, the
iterative nature of weekly journal writing allows students to receive timely feedback from
instructors, enabling them to identify areas for improvement and refine their writing strategies
accordingly (Taylor, 2022).

In addition to improving writing mechanics, weekly journal writing fosters deeper

engagement with course material and promotes critical thinking skills. As noted by Chen and
Wang (2021), the act of synthesizing course concepts into written reflections encourages
students to analyze and evaluate information critically, thereby enhancing their understanding of
the subject matter. Furthermore, by prompting students to connect course content with personal
experiences and perspectives, weekly journal writing promotes active learning and facilitates
meaningful knowledge construction (Anderson & Thomas, 2020).

Furthermore, weekly journal writing cultivates self-expression and self-awareness

among students. According to a study by Kim and Park (2019), the process of articulating
thoughts and emotions in writing can lead to greater self-understanding and emotional
regulation. By providing a platform for students to explore their thoughts, feelings, and
experiences in a structured manner, weekly journal writing promotes personal growth and
resilience (Wong & Chan, 2021). Additionally, by encouraging students to reflect on their
learning journey and set goals for improvement, weekly journal writing nurtures a growth mind
set and fosters a sense of agency in students' academic and personal development (Gupta &
Sharma, 2020).

Theoretical Background

This part of the research paper presented the fundamental foundation of the research
study. Where the study will be employing to important theories, which were the Cognitive
Theory of Jean Piaget (1963), and the Repetition Theory. This theory was applied all throughout
the intervention.

Cognitive Theory
 The theory that anchored this study is the cognitive development learning theory
founded by Jean Piaget in 1936. Cognitivism learning theory concentrates on how a person's
mind receives, organizes, saves and retrieves information. Cognitivism, in the context of
psychology, refers to the study of mental processes such as perception, attention, memory,
language, problemsolving, and decision-making. It emphasizes the role of these internal mental
processes in shaping human behaviour and learning. Piaget figured out how minds develop and
how individuals acquire language. The theory suggests that children's intelligence undergoes
changes or development as they grow. Cognition refers to the brain's capacity to acquire,
process, and retain information from experiences, sensory input, and thought of cognition.

Repetition Theory

Similar to a musical refrain, the repetition theory of writing improvement highlights the
value of repeatedly practicing specific writing aspects until proficiency. According to Pavlov et
al., (1928) like a musician rehearsing scales or a basketball player honing their free throw
technique, writers can enhance particular areas of their craft by purposefully repeating certain
exercises. This idea acknowledges that developing new skills calls for a purposeful, continuous
effort rather than sporadic practice. Repetition is about improving approaches and maintaining
positive habits, not about becoming monotonous. Repetition theory encourages students to
embrace a cyclical process of learning and progress, whether it is by improving grammar rules,
and its contents areas, trying out new writing styles, or honing sentence structure.

Improving writing abilities through repetition is similar to perfecting a craft by regular

practice. It is the notion that, with practice and exposure, mastery of particular writing structures,
approaches, or styles may be attained over time. Similar to that, rewriting and editing again
improves the work in the end and serves as a reminder to the writer of proper syntax,
coherence, and clarity. It involves transforming deliberate effort into involuntary proficiency.
Thus, the remedy is to deliberately approach repetition. It is a deliberate, planned approach to
the areas that require improvement rather than a thoughtless routine. By providing constant
support, authors may establish a solid foundation that gives them the confidence to take on
increasingly challenging tasks.

ACTION RESEARCH QUESTION

The general aim of this paper is to investigate what were the extending intervention and strategy
approaches in the grade 10 students in terms of writing skills. The analysis concentrates on the
improvement of the writing skills of the students in the content and substance. Specifically, it
aims to:

1. What is the level of writing skills of the grade ten students before and after the
intervention?
2. Is there a significant difference of the writing skills of the students before and after the
intervention?

PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

Weekly Journal Writing

Journal writing is the process of recording personal insights, reflections and questions on
assigned or personal topics. Journal writing may include personal thoughts about daily
experiences, reading assignments, current events or science experiments. In many benefits of
writing, this type of writing can allow students to write according to their likes and interests. In
this study, the used of daily journal intervention is to assess the writing of the students in terms
of content or the substance of it. Thus, activities are made sure to suit to the interest and likes of
the students.

Journaling helps in recording and maintaining thoughts and practicing the craft of writing.
Journaling is an informal writing process where the thoughts and experiences are penned down.
According to Hamp and Heasley (2006), journal writing helps learners write better and better
day by day since it provides learners with more opportunities to freely write about what they
wish to whenever they feel like writing. Hence, this will give the students an opportunity freely
their thoughts and ideas through writing.

Weekly journal writing has emerged as a valuable pedagogical tool for fostering writing
proficiency among students. According to a study by Garcia et al. (2019), incorporating regular
journal writing assignments into the curriculum provides students with structured opportunities to
practice and refine their writing skills. By engaging in reflective writing exercises on a weekly
basis, students not only enhance their ability to express ideas cogently but also develop
metacognitive awareness of their writing processes (Martinez & Nguyen, 2020).

ACTION RESEARCH METHODS

A. Participants and/or other Sources of Data and Information
In this specific study, the researchers adopted a quantitative approach as the
primary methodology. The main purpose of this study is to quantitatively measure the
effectiveness of the proposed intervention in bringing about significant changes in the
students test scores. The researchers will focus on Grade 10 students under the general
section.
In gathering data sources, the researchers prepared various activities. For a
meticulous evaluation of students' progress and learning, it is imperative that students
refrain from taking these activities home. The interventions throughout the entire
duration of the action research include a pre-test, provision of 17 feedbacks, journaling
with diverse themes, and video reflection. Furthermore, to mitigate potential stressors
associated with prescribed interventions, especially those centered on essay writing,
students are limited to composing a maximum of two paragraphs. The researchers
diligently establish the activities and schedule for executing the interventions.

B. Data Gathering Methods

To gather valuable data in determining the impact of Daily Journal among the
students, researchers have designed a structured data collection process that involves
administering both pre and post-tests to the students, adhering to standardized criteria.
The pre-test establishes a baseline measurement of the students' writing skills
proficiency before the intervention, providing a starting point for comparison. Post-tests,
conducted after implementing the interventions, allow for the measurement of any
improvements or changes in the students' writing skills.
Moreover, the journals will be checked every other day, followed by providing
remarks to ensure good results as the research progresses into the 8th week of
intervention. When checking the journals, the researchers will follow standardized
rubrics that focus on the category such focus and detail, structure, purpose, and
language used. The scoring guides are labelled as exemplary (5), proficient (4),
adequate (3), and attempted (2). This structured data collection method enables the
researchers to quantitatively assess the impact of the interventions by analyzing the
differences in test scores during the interventions.