USING DOUBLE ENTRY JOURNALS TO IMPROVE READING COMPREHENSION AND DESCRIPTIVE WRITING ACHIEVEMENTS

This research aimed at investigating whether or not there were significant differences in reading and writing achievements between the eighth graders who were taught by using Double Entry Journals and those who were not. Sixty students were purposively chosen as the subjects and divided into experimental (N= 30) and control groups (N= 30). The data were collected by means of tests and questionnaire and statistical analysis. The results showed that the t-value of the students’ reading comprehension achievement in the experimental group was 11.575, and the t-value between the two groups was 5.982. Meanwhile, the t-value for writing achievement in the experimental group was 4.429, and the t-value between the two groups was 1.345. The contributions of each aspect of reading comprehension and writing were also presented. The results indicated that Double Entry Journals were mostly effective for improving reading comprehension achievement but were not effective for writing.