ENHANCING EFL LEARNERS' WRITING SKILL THROUGH SPACED PRACTICE IN MICRO JOURNAL
DOI:
https://doi.org/10.23969/jp.v11i03.58028Keywords:
Spaced Practice, Micro-Journal Writing, Writing Skill, EFL Learners, Pre-Experimental ResearchAbstract
This study investigated the effectiveness of spaced practice through micro-journal writing in enhancing the writing skill of 20 non-formal EFL learners in Lombok, Indonesia, and examined whether the resulting improvement was retained after a delay. Using a pre-experimental one-group design, participants completed a pre-test, three spaced treatment sessions, a post-test, and a delayed post-test administered seven days later. Writing was scored using an analytical rubric adapted from the ESL Composition Profile (Jacobs et al., 1981) covering five aspects: content, organization, vocabulary, grammar, and mechanics. Results showed a significant improvement from pre-test (M = 66.80) to post-test (M = 77.40), t(19) = 4.348, p = 0.001, with a large effect size (Cohen's d = 0.97). No significant difference was found between post-test and delayed post-test scores, t(19) = 1.522, p = 0.144, indicating that the improvement was retained over the seven-day period. These findings confirm that spaced practice through micro-journal writing is effective in enhancing EFL learners' writing skill and that the resulting gains are durable.
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