Students’ Experiences In Producing Diary To Develop Writing Skills: A Narrative Study

Faroh, Erina Nadya (2025) Students’ Experiences In Producing Diary To Develop Writing Skills: A Narrative Study. Undergraduate Thesis thesis, UIN. K. H. Abdurrahman Wahid Pekalongan.

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Abstract

Writing is one of the skills that many students in Indonesia anxiety. Diary writing, a method that encourages regular and personal reflection, has been suggested as an effective tool to developing writing skills. This study aimed to explore the experiences of Junior High school students in using diary writing to develop their English writing abilities. This research employed a narrative methodology to know deeply into the personal and educational journeys of students as they engage in diary writing. Through this narrative approach, the study seeked to capture students' subjective and varied experiences of students, providing a rich, detailed understanding of how diary writing influences their writing skills. The data collection involves in-depth interviews and the analysis of the diaries written by the students over a specific period. Thematic analysis is utilized to interpret the data, identifying key themes and patterns that emerge from the students' narratives. The findings reveal that students' experiences with diary writing can be categorized into both positive and negative aspects. The positive experiences include inclination, happiness, security, and satisfaction. Inclination reflects students' growing attachment to diary writing, as some participants expressed missing the activity when they skipped it for a few days. Happiness emerges from the joy of self- expression and the ability to track personal memories and learning progress. Security is observed in students' comfort in expressing their thoughts privately, especially in English, where they feel less judged. Satisfaction arises when students see improvements in their writing skills, gain confidence, and recognize their progress in vocabulary and grammar. On the other hand, negative experiences include disinclination, unhappiness, insecurity, and dissatisfaction. Disinclination is evident in students' feelings of boredom and fatigue due to the repetitive nature of daily diary writing. Unhappiness is linked to the stress of having to complete diary entries even when students feel uninspired or lack engaging experiences to write about. Insecurity arises from concerns about grammar and sentence structure, with some students feeling that their writing is inferior to their peers. Dissatisfaction is experienced when students struggle with self-expression or feel pressure to complete their diaries under time constraints, sometimes leading to rushed and less meaningful writing.

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