This study investigates the impact of the POWER-S & F journal template intervention on the writing performance of English majors through a pre-test and post-test assessment. The intervention aimed to enhance students' writing skills in content, organization, grammar, vocabulary, and mechanics. The study used a collaborative action research design involving 15 sophomore students as respondents. Quantitative analysis, including paired samples t-test and Wilcoxon W test, revealed a statistically significant improvement (p = 0.0290*) in post-test scores compared to pre-test scores. The shift from "Proficient" to "Exemplary" descriptors in various writing aspects supported the intervention's effectiveness. Focused Group Discussions (FGDs) provided insights into participants' experiences and challenges with journaling, highlighting the dual nature of the process. Recommendations include providing more time and flexibility in the intervention to optimize its benefits. The findings suggest that the POWER-S & F approach positively influenced students' writing abilities, emphasizing the need for tailored support and adjustments to enhance the journaling process further.