The Effect of the Double Entry Journal Strategy on Ninth-Grade Students' Attitudes Toward it in Creative Reading

Abstract

This study aimed to investigate the ninth-grade students' attitudes toward using Double Entry Journal strategy (DEJ). The researchers chose a school purposefully. Two ninth grade sections were chosen randomly to be the sample of the study. They were 60 students. The sample was divided into two groups; the experimental group and the control group. Each group consisted of 30 students. The researchers developed a questionnaire in order to achieve the purpose of the study. The questionnaire was applied to the experimental group, which was taught through using the DEJ. The results of the study showed that the ninth grade responses were high and positive toward using the DEJ. Based on the results of the study, the researchers recommended using this strategy (DEJ) in teaching reading skills.