i STUDENTS' PERCEPTIONS ON THE USE OF DIALOGUE ...

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STUDENTS’ PERCEPTIONS ON THE USE OF DIALOGUE JOURNALS

AS COMMUNICATION MEDIA FOR THE TENTH GRADE STUDENTS

OF SMAN 1 DEPOK

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree in English Language Education

By

Lucia Sekar Widianingsih

Student Number: 051214017

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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God makes everything happen at the right time.

Ecclesiates 3:11a

I dedicate this thesis to

My dear God, my lovely mother, my brothers sisters,

and my beloved boyfriend


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and

references, as a scientific paper should.

Yogyakarta, February 23, 2010

The Writer


051214017


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Lucia Sekar Widianingsih

Nomor Mahasiswa : 05 121 4017

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS’ PERCEPTIONS ON THE USE OF DIALOGUE JOURNALS

AS COMMUNICATION MEDIA FOR THE TENTH GRADE STUDENTS

OF SMAN 1 DEPOK

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata

Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,

mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan

mempublikasikannya di internet atau media lain untuk kepentingan akademis

tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya

selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta,

Pada tanggal: 23 Februari 2010

Yang menyatakan



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ABSTRACT

Widianingsih, Lucia Sekar. 2010. Students’ Perceptions on the Use of Dialogue Journals as Communication Media for the Tenth Grade Students of SMAN 1 Depok. Yogyakarta: Sanata Dharma University.

Communication between teacher and students is important in teaching-learning activities. However, to build communication is not an easy matter. Nowadays, education field recognizes an alternative way to build communication in the classroom which is named dialogue journals. They are journals which cover dialogues and responses between the teacher and the students. Recently, these media have been applied in second language classroom.

Since the researcher was interested in these media, she carried out the research about the students’ perceptions on the use of dialogue journals in learning English. When the researcher was conducting teaching practice in SMAN 1 Depok, she applied these media in her classes. This research investigated the students’ perceptions on the use of dialogue journals as communication media in SMAN 1 Depok. There were two research problems to be solved: (1) What are the perceptions of the tenth grade students of SMAN 1 Depok on the use of dialogue journals as communication media? (2) What are the students’ suggestions to improve the implementation of dialogue journals?

The research participants were tenth grade students of SMAN 1 Depok in the academic year of 2008/2009. The researcher employed a survey research. She conducted the research by observing the students’ behaviors, distributing a questionnaire to two classes: class XB and class XF, and interviewing eight students.

The result of the research showed that the majority of the students perceived the use of dialogue journals positively. The students enjoyed the activities in writing dialogue journals. They admitted that they obtained many advantages by the implementation of dialogue journals such us they could convey their problems or opinions easily, they found solution to overcome their difficulty in learning, they improved their skills in English, and they became close to the teacher. The students suggested that dialogue journals should be implemented in all subjects and the time in writing dialogue journals is longer. They also recommended making the appearance of dialogue journals more interesting.

Based on the findings, the researcher suggested that it is better for English teachers to apply dialogue journals as communication media in their class. Yet, the use of dialogue journals should still be improved. The teacher should vary the guiding questions to attract students to write. Finally, the researcher suggested that further research be conducted on other aspects of dialogue journals. This thesis then can serve as the basis for it.


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ABSTRAK

Widianingsih, Lucia Sekar. 2010. Students’ Perceptions on the Use of Dialogue Journals as Communication Media for the Tenth Grade Students of SMAN 1 Depok. Yogyakarta: Universitas Sanata Dharma.

Komunikasi antara guru dan murid dalam aktifitas belajar dan mengajar

adalah hal yang penting. Namun, membangun suatu komunikasi bukanlah hal yang mudah. Dunia pendidikan sekarang ini mengenal suatu media alternatif untuk membangun komunikasi antara siswa dan guru yang disebut dialogue journals. Media ini merupakan jurnal yang mencakup percakapan dan jawaban melalui tulisan antara guru dan murid-muridnya. Sekarang ini media dialogue journals telah banyak diterapkan di kelas bahasa kedua.

Tertarik akan media ini, peneliti melakukan penelitian tentang persepsi siswa terhadap penggunaan media dialogue journals. Saat melakukan praktek mengajar di SMAN 1 Depok, peneliti menerapkan media dialogue journals ini. Penelitian ini bertujuan untuk mengetahui persepsi siswa SMAN 1 Depok tentang penggunaan dialogue journal sebagai media komunikasi. Ada dua permasalahan yang harus dipecahkan: (1) Bagaimana persepsi siswa terhadap penggunaan dialogue journals sebagai media komunikasi untuk siswa kelas 1 SMAN 1 Depok? (2) Apa saran-saran siswa untuk mengembangkan penggunaan dialogue journals?

Peserta dari penelitian ini adalah siswa-siswi SMAN 1 Depok kelas 1 tahun akademik 2008/2009. Peneliti menggunakan metode survey yaitu yaitu dengan cara mengamati tingkah laku siswa, menyebar kuesioner di dua kelas; kelas XB dan kelas XF, dan juga mewawancarai beberapa siswa.

Hasil penelitian menunjukkan bahwa mayoritas siswa mempunyai persepsi positif terhadap penggunaan media dialogue journals. Para siswa menikmati aktifitas menulis dialogue journals. Mereka mengakui bahwa banyak keuntungan yang mereka dapat dari menulis dialogue journals seperti mereka dapat menyampaikan pendapat atau saran dengan lebih mudah, mereka mendapatkan solusi atas permasalahan belajar, kemampuan bahasa Inggris mereka meningkat, dan mereka menjadi dekat dengan guru. Para siswa member saran agar dialogue journals seharusnya diterapkan di semua pelajaran dan waktu untuk menulisnya diperpanjang. Mereka juga mengusulkan untuk membut bentuk fisik dari dialogue journals menjadi lebih menarik.

Berdasarkan penemuan, peneliti mengusulkan agar para guru Bahasa Inggris menggunakan media dialogue journals di kelas mereka. Namun demikian penggunaan dialogue journals harus lebih ditingkatkan. Guru bisa membuat pertanyaan beragam untuk menarik siswa dalam menulis. Akhirnya, peneliti juga menyarankan agar diadakan penelitian lanjutan tentang aspek lain dari dialogue journals. Skripsi ini dapat berfungsi sebagai landasan bagi penelitian lebih lanjut.


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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to Jesus Christ

for everything He had given to me. He accompanied me during the process of

finishing my thesis. He gave me strength and spirit to keep on trying whenever I

felt weak. Without Him, I could not finish my thesis.

I would like to thank my sponsor, Made Frida Yulia, S.Pd., M.Pd., for

her guidance, patience, time, support, and advice from the beginning to the end of

this thesis. Her suggestions, comments, and corrections for my thesis really helped

me to finish it.

I would like to thank Riswiyanto Mp., S.Pd., the headmaster of SMAN 1

Depok, Yogyakarta for the permission to conduct the research in the school. I

would also like to thank Dra. Wahyu Srinuryati for helping me in obtaining the

data of the research. I would also thank all of the students of class XB and class

XF of SMAN 1 Depok of 2008/2009, for all of their remarkable willingness in

being my respondents and giving me valuable information for the sake of this

thesis.

I would like to express my gratitude to my parents especially my mother

Ibu Fr. Sri Yuniarti, my brothers, my sisters for their love, prayer, support and

encouragement so that I could finish my thesis.

My gratitude also goes especially to someone special, Bangkit Setiyaji for

his love, loyalty, trust, prayers and support. I thank him for always guiding me

and giving me strength, courage, and hope.


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Further, I would like to thank all my great friends: Linda, Helen, and Dee

for having good relationship from the beginning of the study. I would also like to

thank all friends in PBI 2005 especially in class A: Intan, Putri, Devi, Phia,

Ririth, Siska, Ayik, Bondan, Andre, Fidel, Pepy, Sedik, Bety, Ganis,

Lia,Wahyu, Listyan, Lita, Ezra, Tere, and Ike for all tremendous moments,

teamwork, and friendship we shared during the study.

I would like to thank my boarding house friends: Agnes, Maria, Monik,

Hari, and Mb Sisil for being my place to share and for the friendship, support,

inspiration, smiles and laughter to warm my heart. I will not forget all memorable

events we spent in our boarding house.

Finally, I would like to thank anyone who has helped in finishing this

thesis but whose names could not be mentioned here. I believe that God always

blesses them all.



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TABLE OF CONTENTS

TITLE PAGE………………………………………………………………….

APPROVAL PAGES………………………………………………………….

DEDICATION PAGE ………………………………………………………..

STATEMENT OF WORK'S ORIGINALITY ……………………………….

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ILMIAH UNTUK

KEPENTINGAN AKADEMIS...........................................................................

ABSTRACT …………………………………………………………………..

ABSTRAK……………………………………………………………………...

ACKNOWLEDGEMENTS ………………………………………………….

TABLES OF CONTENTS……………………………………………………

LIST OF TABLES…………………………………………………………….

LIST OF FIGURES…………………………………………………………...

LIST OF APPENDICES……………………………………………………...

CHAPTER I INTRODUCTION……………………………………………..

A. Research Background ……………………………………………………...

B. Problem Formulation ………………………………………………………

C. Problem Limitation ………………………………………………………...

D. Research Objectives ……………………………………………………….

E. Research Benefits ………………………………………………………….

F. Definition of Terms ………………………………………………………..

CHAPTER II REVIEW OF RELATED LITERATURE………………....

A. Theoretical Description ……………………………………………………

1. Perceptions……………………………………………………………….

2. Dialogue Journals in Educational Context……………………………...

3. The Importance of Communication in Learning Process……………….

B. Theoretical Framework ……………………………………………………

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CHAPTER III METHODOLOGY…………………………………………..

A. Research Method …………………………………………………………..

B. Research Participants ………………………………………………………

C. Research Instruments ………………………………………………………

D. Data Gathering Technique …………………………………………………

E. Data Analysis Technique …………………………………………………..

F. Research Procedure ………………………………………………………..

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION …………...

A. Students’ Perceptions on the Use of Dialogue Journals as Communication

Media…………………………………………………….

1. Data Presentation Based on the Observation of Students’ Behaviors

during the Implementation of Dialogue Journals ……………………...

2. Data Presentation Based on the Questionnaire………………….……...

a. The Result of Closed-ended Questions …………………………….

b. The Result of Open-ended Questions ………………………………

3. Data Presentation Based on the Interview……………………………..

B. Students’ Suggestions on the Implementation of Dialogue Journals...…….

1. Students’ Suggestions on the Implementation of Dialogue Journals

Based on the Questionnaire………………….……………….

2. Students’ Suggestions on the Implementation of Dialogue Journals

Based on the Interview….……………….…………………………….

CHAPTER V CONCLUSIONS AND SUGGESTIONS …………………..

A. Conclusions ………………………………………………………………..

B. Suggestions ………………………………………………………………..

REFERENCES ………………………………………………………………

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LIST OF TABLES

Table

Table 4.1 Students’ Perceptions on Positive Implication of Dialogue Journals

Table 4.2 Students’ Perceptions on the Implication of Dialogue Journals

Related to English Skills

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LIST OF FIGURES

Table

Figure 1 The Perceptual Process ………………………………………………

Figure 2 Students’ Responses to “I Liked the Implementation of Dialogue

Journals in the Learning Process” …………………………………..

Figure 3 Students’ Responses to “I Wrote My Academic Problem or My

Difficulty in Learning Through Dialogue Journals”………………...

Figure 4 Students’ Responses to “Dialogue Journals Created Good

Communication Between Students and Teacher” …………………..

Figure 5 Students’ Responses to “Dialogue Journals Helped Me to Convey

My Problem or My Difficulty in Learning” ………………………...

Figure 6 Students’ Responses to “Dialogue Journals Became Communication

Media to Convey Suggestion to the Teacher” ……………………...

Figure 7 Students’ Responses to “Teacher’s Reply in Dialogue Journals

Motivated Me in Learning” …………………………………………

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LIST OF APPENDICES

Appendix Page

APPENDIX A Permission Letters

1. Permission Letter from English Language Education 59

Study Program

2. Permission Letter from BAPPEDA 60

APPENDIX B Surat Keterangan Penelitian 62

APPENDIX C Sample of Dialogue Journals 64

APPENDIX D The Questionnaire Blueprint 69

APPENDIX E Research Instruments

1. Observation Checklist 72

2. The Questionnaire 73

3. The Interview guide 77

APPENDIX F Sample of Completed Research Instruments

1. Sample of Completed Observation Checklists 79

2. Sample of Completed Questionnaire 81

APPENDIX G Frequency and Percentage of Students’ Responses

to the Closed-ended Questions 90

APPENDIX H Students’ Answers to Open-ended Questions 96

APPENDIX I Students’ Interview Transcript 99


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CHAPTER I

INTRODUCTION

This study investigates the students’ perceptions on the implementation of

dialogue journals to the tenth grade students of SMAN 1 Depok. The chapter

presents six sections, namely background of the study, problem formulation,

problem limitation, objectives of the study, benefits of the study, and definition of

terms.

A. Research Background

During the development in education field, the conception of the role of

teacher is changing. Traditional teaching views that a teacher is the only source of

information in learning whereas students become passive receiver (Gerlach and

Ely, 1980: 5). However, nowadays a teacher is not only a giver of information but

also a facilitator of learning. A teacher is not the only one who gives contribution

in the learning process, yet the students also have role in it. Therefore, in teaching-

learning process, communication between teacher and learners is absolutely

required.

Recently, both teacher and students expect that they have a good

communication in the classroom since it becomes a core to develop the learning.

A teacher should measure how far his students’ understanding is in grasping the

learning material. He also has to know in what way his students face difficulties.

Hence, the learners should also communicate with their teacher to share their


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difficulties or their problems. Moreover, affectivism theory views that a learner is

not only a thinking being but also an emotional being. Thus, there is a need for a

teacher to learn about other affective factors of students such as their interest, their

experiences, and their problems in following the learning. Therefore, a good

communication between teacher and students is totally needed in the classroom.

To build a good communication in the classroom is not an easy matter.

Many teachers often do not open a good communication with their learners that

makes learners shy and afraid to share their problems. Moreover, every learner

has individual differences to other learners that influence their personality.

Consequently, it creates only one way communication; from a teacher to his

students. The lack of communication, therefore, becomes a big problem in the

process of teaching-learning activities.

Nowadays, there are media which are part of alternative assessment named

dialogue journals to respond the problem in building a good communication. They

starts to be applied in the second language classroom recently. “Dialogue journal

is a log of students which includes thoughts, feelings, reactions, assessments,

ideas, or progress conveying to the teacher and she responses it” (Brown, 2004:

260). Dialogue journals can be viewed as communication media between students

and teacher which are conducted regularly. “They imply an interaction between a

reader (the teacher) and the students through dialogues or responses” (Brown,

2004: 260). Dialogue journals allow students to write reflection of their learning,

comments on teaching process, to ask questions and to share their experiences.

Hence, the teacher also writes the response regularly which include comments to


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motivate students and answer students’ questions. Dialogue journals use writing

as a means of communication between each student and the teacher (Staton,

1987). Thus, it also habituates the students in writing.

The following is one of the examples of dialogue journal:

Question : Do you like English? Why?

A student : Yes, because English is interesting and English is international

language.

Question : How is teaching learning activity today?

A Student : Teaching learning activities today is very interesting for me

Teacher’s response: It’s good Faris (name of the student). I’m glad to know that

you like English. I’m also happy that you enjoy my activities. Then, if you have

questions or difficulties in learning English, don’t be shy to ask me. Ok. ☺

Keep your spirit Faris..!

This example of dialogue journals reflects student’s sharing in giving his response

to teaching-learning activity that becomes feedback for the teacher. Moreover,

through these media, a teacher is able to give his students some motivations and

spirit in learning personally which really encourage them in learning.

In Senior High, English is considered as an important subject which is

tested in National Exam. Yet, many senior high school students still find that

English is a difficult subject. In this case, this problem is probably caused by

students’ incapability to have a good communication with the English teacher.


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Due to this reason, the writer, who was conducting teaching practice, started

implementing dialogue journals in her classrooms.

This study is then aimed to find out students’ perceptions on the use of

dialogue journals of the tenth grade students of SMAN 1 Depok and to present

suggestions which can contribute to the improvement of the implementation of

dialogue journals.

B. Problem Formulation

The research problems can be formulated as follows:

1. What are the perceptions of the tenth grade students of SMAN 1 Depok on the

use of dialogue journals in their class?

2. What are the students’ suggestions to improve the implementation of dialogue

journals?

C. Problem Limitation

The use of dialogue journals of the tenth grade students of SMAN 1

Depok may lead the students to have various perceptions on it. This research is

focused on two things, namely, the students’ perceptions on the use of dialogue

journals as communication media for the tenth grade students, and finding out and

presenting some suggestions for the improvement of the implementation of

dialogue journals in learning English subject.

This research was conducted at SMAN 1 Depok, one of the State Senior

High Schools in Yogyakarta. Researcher chose the tenth grade students of


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2008/2009 academic year of SMAN 1 Depok because the researcher has

implemented dialogue journals in their classes. The researcher has chosen two

classes to be researched.

D. Research Objectives

The objectives of this research are as follows:

1. To know and find out the tenth grade students’ perceptions on the use of

dialogue journals of SMAN 1 Depok.

2. To obtain the students’ suggestions for the improvement of the implementation

of dialogue journals.

E. Research Benefits

The findings of the research hopefully will be beneficial for English

teachers of SMAN 1 Depok and English teachers in general, and other researchers

who are interested in conducting research about dialogue journals.

1. English Teachers

The result of this research hopefully will be beneficial to English teachers

of SMAN 1 Depok and English teachers in general. The English teachers are

able to know deeper about dialogue journals media from the students’

perceptions on the implementation of dialogue journals. Thus, they can reflect

the result of the research to their teaching-learning activities whether they want

to apply these media in their classroom. Hence, this research will give the


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contribution to improve their teaching-learning activities especially in building a

good communication to students.

2. Other researchers

This research hopefully will be beneficial for other researchers who would

like to conduct similar research and interested in the implementation of dialogue

journals. They can use this research as their reference.

F. Definition of Terms

Below are the terms which need to be defined in order to avoid

misunderstanding. They are:

1. Perceptions

According to Kreitner and Kinicky (1992: 126), perception is a mental and

cognitive process that makes people interpret and understand their surroundings.

Perception is also defined as the process of selecting, organizing, and interpreting

sensory data that is considered as important process in helping people define their

world (Cook, Hunsaker, and Coffey, 1997: 150). In this study, perceptions refer to

how the tenth grade students of SMAN 1 Depok perceive the implementation of

dialogue journals in their learning English in the classroom.

2. Dialogue Journals

According to Brown (2004: 260), “dialogue journal is a log of one’s

thoughts, feelings, reaction, assessments, ideas, or progress.” In this study,

dialogue journals are media for students to write something which relates to

guiding questions from the teacher such as a question asking about their difficulty


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in the learning. Hence, the teacher also allows students to write any kinds of topic

they want to share.

3. Communication media

According to Encyclopedia of Educational Research (1969: 1191), media

refers to various audio and/or visual communications technologies which are

commonly used by educators. Thus, the term “communication”, according to

Longman Dictionary of Contemporary English (2001: 361), is the process in

which people exchange their thoughts and feelings. In this study, the term

communication media is defined as media that facilitate the process of exchanging

thoughts and feelings between an English teacher and the tenth grade students of

SMAN 1 Depok.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories related to the issue of the

study and to formulate the theoretical framework. Therefore, the researcher

divides this chapter into two major sub-headings namely theoretical description

and theoretical framework. The theoretical description provides the theoretical

issues related to perceptions, dialogue journals, and the importance of

communication whereas the theoretical framework explains the thread of the

theories to formulate the orientation of the study.

A. Theoretical Description

There are three main areas discussed in the study namely, perceptions,

dialogue journals in educational context, and the importance of communication.

The discussions of those three issues are based on previous literature and

researches.

1. Perceptions

This part presents the theory of perceptions covering the definition of

perceptions and perceptual process on learning. Definition of perceptions

explains about what perceptions are, whereas perceptual process on learning

describes the process in forming perception on learning and factors which

influence the perceptions.


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a. Definition of Perceptions

The understanding of the perceptions can be derived from some experts.

According to Kreitner and Kinicky (1992: 126), “perception is a mental cognitive

process that makes people interpret and understand their surrounding.” Borger and

Seaborne (1966: 105) add that perception is “an awareness of the environment,

through which a person processes incoming sensory data in a certain way to arrive

at useful impression of his surrounding.” Huffman and Vernoy (1997: 79) argue

that “perception refers to the process of selecting, organizing, and interpreting

sensory data into useful mental representation of the world. Meanwhile, Cook,

Hunsaker, and Coffey (1997: 150) state that “perception is an important process

that covers the selection, organization, and interpretation of sensory data which

help people to define their world and influence their behavior”.

According to Vygotsky (1978: 33), “perception is a dynamic system of

behavior which is always changing”. Warga (1983: 207) adds that perceptions

begin with a stimulus which creates sensation. Hence, Warga explains that

perceptions are influenced by people’ past experience.

b. Perceptual Process on Learning

To form perceptions, there was a process inside. The process of perception

covers stimulus which come from the environment, recognizing and interpreting

the incoming stimuli into messages, then creating stereotype, and deciding the

appropriate action or attitudes and behavior to respond to the message.


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Figure 1 shows how the perception process occurs.

Figure 1. The Perceptual Process (Altman, Hodgett, and Valenzi, 1985: 86)

From the perception process shown in Figure 1, it is seen that perception

comes from the stimuli. According to Warga (1983: 207), stimuli are forms of

physical energy that strike the sensory receptors. The stimuli then are selected in

the brain and the brain interprets as a sensation. Combinations of sensations are

translated into meaning. The results of the meaningful information of the

translation are then called perception. Furthermore, the perception, organization,

and interpretation of stimuli create behavioral responses. It means that if someone

has positive perception toward something, he will respond it with positive

behavior. Therefore, for students, if they have positive perception toward the

English subject, they will create positive behavior on it.

In teaching-learning activities, students have their perceptions about the

subjects they learn. Their perceptions are formed by the stimuli that come from

the environment, in this case the classroom. Thus, the perceptions they have will

influence their behavior toward the learning. Biggs (1992) as cited by

Astutiningsih (2006: 11) states that perception on learning deal with belief about

knowledge which influences students’ approaches to learning. Biggs also argues

that there is a system that relates the concepts with the environment which is

Stimuli Sensors’ selection of stimuli

Perception, organization, and interpretation of stimuli

Behavioral response


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called interactive system. The system is called interactive because the concept as

the stimuli interacts with the environment. This system has three components;

those are presage, process, and product or learning outcome.

Presage is a factor that includes students’ belief about knowledge and

learning conception. Presage also covers learning context, such as teachers and

school attributes, and also students’ understanding about knowledge. The

examples of presage according to Biggs (1989) as cited by Astutiningsih (2006:

12) are educational practices, students’ preparations, approaches to learning, and

changes to assessment product.

The second component is process. Process is a factor that includes

students’ perceptions on learning environment and specific learning strategies that

they experience in learning tasks (Biggs as cited by Astutiningsih, 2006: 12). This

factor is related to the atmosphere of learning that teacher creates in the

classroom. An example of process is the process how students learn the target

materials during English teaching-learning activities.

The third component is product. Product or learning outcome is influenced

by the learning strategies applied in the classroom. It means that students can have

good learning outcome if the learning strategies applied are suitable for them. It

then makes them have positive perception on the learning. Therefore, it can be

said that students’ perceptions on English learning is tightly influenced by the

implementation of English teaching-learning activities.

Moreover, according to Champbell (2001) as cited by Krisnawati (2008:

12), there are five elements of language teaching-learning activities


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implementation that build students’ perceptions. Those are (1) how the teacher

teaches the students, (2) what the teacher wants students to learn, (3) how the

students learn in class, (4) what the students learn, and (5) what the purposes of

learning the language are.

According to Vygotsky (1978: 33), perception of someone is always

changing. It means that he can make changes in his behaviors overtime through its

process. For example, at first a student does not like English subject because he

considers it as a difficult subject. However, after he finds some interesting

activities that he likes, he then changes his perception about English subject. This

perception is influenced by those five elements.

2. Dialogue Journals in Educational Context

This part presents the review of literature about definition of dialogue

journals and the implementation of dialogue journals in educational context.

Definition of dialogue journals explains about what dialogue journals are. The

implementation of dialogue journals in educational context describe the

background on the use of dialogue journals in education field.

a. Definition of Dialogue Journals

“Dialogue journal is a log of one’s thoughts, feelings, reaction,

assessments, ideas, or progress” (Brown, 2004: 269). According to Peyton (1993)

as cited in http://www.cal.org/resources/Digest/peyton01.html, dialogue journal is

a written conversation in which a student and teacher communicate regularly that

can be conducted daily, weekly, or depending on the educational setting.


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Dialogue journal is an open-ended journal which allows students write anything

covering reflection, comments, and even questions and the teacher writes back

regularly, responding to students’ comment and questions (Peyton, 1993 and

Brown, 2004: 270). Szeto (2009) as cited in http://classroom-

activities.suite101.com/article.cfm/dialogue_journals_help_improve_writing adds

that dialogue journals are interactive writing which provides students the

opportunity to improve their writing skills and give students freedom to choose

their own topics. Szeto also explains that dialogue journals provide a place for the

teacher to respond privately to questions and comments from the students. In this

place, teacher can include motivation words to give students reinforcement.

Staton (1987) as cited in http://www.ericdigest.org/pre-926/journals.htm states

that “a dialogue journal is a bound composition book in which each student carries

on a private written conversation with the teacher for an extended period of time.”

Though dialogue journals is one of the alternative assessments that is tightly

related to evaluation, Staton argues that dialogue journals are functional and

interactive that are mostly about self-generated topics about the continuing life of

the classroom.

b. The Implementation of Dialogue Journals in Educational Context

According to Brown (2004: 206), in the past, journals had no place in the

second language classroom but today, “journals occupy a prominent role in a

pedagogical model that stresses the importance of self-reflection in the process of

students in learning”. Brown argues that through dialogue journals, “teacher can


14

become better acquainted with their students, in terms of both their learning

progress and their affective states, and thus become better equipped to meet

students’ individual needs”. Furthermore, Staton (1987) as cited in

http://www.ericdigest.org/pre-926/journals.htm adds that dialogue journals are

developed over years to meet several needs which are to know students better, to

obtain feedback on lessons, to improve classroom discipline, and to involve each

student in meaningful reading and writing.

In the dialogue journal, students are also required to monitor and evaluate

their understanding. In other words, it involves students’ self-assessment. Many

researchers state that self-assessment encourages students’ motivation and

promotes their autonomy and independent learning skills even self-assessment is

the best formative assessment and the most rewarded among other assessments

(Brown, 2004: 276). This idea is supported by Bartelo, Birkitt, and Davis (1990:

3), who state that dialogue journals make students have “response ability” to the

teaching situation and responsibility about their progress of learning. Staton

(1987) also agrees that dialogue journals help students to learn how to manage

their own actions. It can be said that dialogue journals reflect reflective learning.

According to Peyton (1993), the use of dialogue journal in the classroom

becomes a bridge of communication between a teacher and students especially

students who learn English as a second language.

Dialogue journals not only open a new channel of communication, but they provide another context for language and literacy development. Students have the opportunity to use English in a non-threatening atmosphere, in interaction with a proficient English speaker. Because the interaction is written, it allows students to use reading and writing in


15

purposeful ways and provides a natural, comfortable bridge to other kinds of writing. (Peyton, 1993 as cited in http://www.cal.org/resources/Digest/peyton01.html)

It explains that dialogue journals become media between teacher and students in

building communication in the classroom. The implementation of dialogue

journals is not included in the core of teaching-learning activities, yet they support

the learning process. Staton (1987) clarifies that dialogue journals create a one-to

one relationship between students and teacher in both academic and personal

sides. Through the journals, teachers may discuss about the students’ culture and

language, problem adjusting to the new culture, school procedures, and personal

interests (Peyton, 1993). It means that dialogue journals allow students to write

any kinds of topic to share to their teacher. Peyton also adds that the focus of

dialogue journal is on meaning of the writing rather than the form. Therefore, a

teacher will not correct his students’ writing but try to obtain the message of the

writing.

3. The Importance of Communication in Learning Process

According to Harris and Hodges as cited by Taschow (1985: 3),

“communication is the sharing of ideas, thoughts, information, gestures, and

feeling from person to person. It means communication related to sending and

receiving message through oral language, written language, and sign-gesture

language”. Howell (1979: 148) states that “communication is an encompassing

process that fills through all human activities”. It can be said that communication


16

becomes people’s need in social and cultural experiences. There is no person who

is unaffected by communication.

In teaching-learning process, communication between a teacher and

students is very important. Furthermore, Howell (1979: 148) argues that learning

is, at heart, the expression of communication. It means that in learning,

communication holds an important role. However, according to Good and Brophy

(1984: 24), based on their research, teachers monopolize communication in the

classroom. Their findings suggested that teachers dominate classroom discussion,

even though they sometimes do not want and may not be aware that they behave

that way. According to Howell (1979: 148), there are two types of communication

in the classroom environment. The first type is verbal-auditory mode of

communication. This type places the teacher as the focus of giving the

information to the students. The second type is a duality of participation. This

type combines the efforts of learning between the teacher and students in learning.

Therefore, based on Good and Brophy’s research findings (1984: 24), many

teachers still conduct verbal-auditory mode in the classroom.

Though in many classrooms, the teacher becomes the principal actor,

students also have right to share their ideas to the teacher. The theory of

communication states that communication is built by the sender, the message, and

the receiver. Therefore, it should be two-way communication between the teacher

and the students in the classroom. Howell (1979: 148) adds that the manner the

teacher builds the communication will determine whether teacher-students

relationships are positive or negative, whether learning is facilitated or hampered.


17

Therefore, as the control of the classroom, the teacher should build up two-way

communication with the students and facilitate them to send their ideas and to

share to the teacher.

B. Theoretical Framework

Perceptions are significant factor in learning. Perceptions are built by the

stimuli from the environment. The perception which is created will give influence

to someone’s behaviors. Similarly, in classroom, students’ perceptions about

something will also influence their behaviors on their learning process. If the

students have positive perception, it can lead students to have positive behaviors.

On the other hand, if the students have negative perception, it can lead them to

have negative behaviors.

The implementation of dialogue journals is the stimulant to create

perceptions. Dialogue journals are journals which cover written conversation in

which students can write any kinds of topics and the teacher responds to them.

Dialogue journals in educational context become media to build communication

between teacher and students. It is important regarding that communication

between teacher and students is a core of teaching-learning process. A good

communication should be a two-way communication where teacher can send the

message to the students and gives facility to the students to send their opinions or

their problems.

The implementation of dialogue journals for the tenth grade students of

SMAN 1 Depok will create some perceptions on it. If the students have positive


18

perception on the use of dialogue journals, it can lead students to have positive

behaviors toward the learning. On the other hand, if the students have negative

perception on the use of dialogue journals, it can lead them to have negative

behaviors toward the learning. Therefore, this research will focus on students’

perceptions on the use of dialogue journals as communication media and students’

suggestions for the improvement of dialogue journals.


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CHAPTER III

METHODOLOGY

This chapter presents the method and information on how this study was

conducted. The discussion is presented into six major parts, namely research

method, research participants, research instruments, data gathering technique, data

analysis technique, and the research procedure.

A. Research Method

This research was descriptive research. According to Borg (1963: 202), the

major purpose of descriptive research in education is to tell “what is.” Although

the major function of descriptive studies in education is directed to “what is”,

many surveys go further than a description. Best (1970: 116) also explains that

descriptive research deals with prevailing opinion, knowledge, practices, or

conditions. It is designed to estimate the degree of achievement of a large number

of individuals involve educational and environmental influences.

There are many types of descriptive research. This current study applied

one of the types. It was survey research. According to Wiersma (1995:169),

survey is the most widely used research type used to measure attitudes, opinions,

or achievements. Best (1970:118) explains that the survey method gathers data

from a number of cases at a particular time. Hence, it requires careful analysis and

interpretation of the data gathered. Survey typically uses interview and

questionnaire. Therefore, the researcher used both interview and questionnaire.

As triangulation, the researches also conducted observation in this research.


20

B. Research Participants

The participants of this research were the tenth grade students of SMAN 1

Depok of the 2008/2009 academic year who had experienced dialogue journals in

their classes. The participants for the questionnaire were all students who came

from two different classes, class XB and class XF. The total students of those two

classes was seventy two students. However, when the research was conducted on

25th and 26th June 2009, the number of the students was not the same as it was

planned because there were five students who were absent. Therefore, the total

respondents for the questionnaire were sixty seven students. For the interview, the

researcher took eight students as the interviewees; four students from class XB

and four students from class XF. In choosing the eight interviewees, the

researcher considered their responses in their questionnaire in order to know

further because this interview was aimed to support the questionnaire result.

C. Research Instruments

The researcher used three instruments in obtaining the data, namely

observation checklists, a questionnaire, and an interview guide.

1. Observation checklists

The first instrument applied in this research were observation checklists.

According to Ary, Jacobs, and Razavieh (2002: 430), observation is the basic

method for obtaining data in qualitative research. Fraenkel and Wallen (1993:

284) state that observation is used in order to know how people act or how things

look. Thus, in this research, in order to know the process of the implementation of


21

dialogue journals, the researcher conducted the observation. This observation was

participant observation, for the researcher actively participates in the class which

was observed. In the observation sheet, the researcher already wrote eleven

characteristics of students’ behaviors which were divided in two aspects. The first

aspect was focused on students’ behavior before writing dialogue journals. The

second aspect was focused on students’ behavior during writing dialogue journals.

Thus, the results of the observations were written in the form of paragraphs.

2. Questionnaire

The second instrument that the researcher used was a questionnaire.

According to Ary, Jacobs, and Razavieh (2002: 418), a questionnaire is an

instrument of the study to gather information through the respondents’ written

responses to a list of questions. In this study, the researcher used combination

between closed-ended and open-ended questionnaires.

On the closed-ended questionnaire, the researcher provided seventeen

statements covering two aspects. Those two aspects could give a proof to show

the reliability and validity of the instrument. They were the process and the

implication of dialogue journals. Aspect of process was represented by eight

statements while aspect of implementation is represented by nine statements. The

researcher provided four choices for each statement. They were column 1, which

means respondents strongly disagree with the statements, column 2, which means

they disagree, column 3, which means they agree, and column 4, which means

they strongly disagree. In giving the response, respondents put a checkmark inside

the column.


22

Hence, on the open questionnaire, there were eight questions which were

provided. The first question was asking about respondents’ opinion about the

implementation of dialogue journals. The second question was inquiring about

positive effects that students feel from dialogue journals, whereas the third

question was asking the negative effects. The fourth question was digging out

about the improving of English skills that students experience through dialogue

journals. The fifth question was asking about the physical appearance of dialogue

journals whereas the sixth question was asking about the process then the seventh

question was about the content of dialogue journals. Thus, the last question was

asking about other aspects which are going to be included in dialogue journals.

3. Interview

The third instrument that the researcher used was an interview. According

to Ary, Jacobs, and Razavieh (2002: 434), the interview is one of the most

commonly used research instrument to gather data on subjects’ opinions, beliefs,

and feelings about the situation. The researcher conducted the interview to

students aimed to know deeper and to cross-check their perceptions and

suggestion on the implementation of dialogue journals that they had written in the

questionnaire. In this study, the researcher provided an interview guide which

covered eight questions. The researcher would recapitulate the results of the

interview then wrote them in the form of paragraphs.


23

D. Data Gathering Technique

The researcher collected data by using three research instruments. The first

was observation checklist. The researcher used the observation checklist during

the implementation of dialogue journals in two classes of the tenth grade of

SMAN 1 Depok. The observations were taken in three weeks, where two

observation checklists each week since there were two classes observed.

The next research instrument was a questionnaire. The questionnaire was

distributed for two classes in one meeting. Respondents of the questionnaire were

students of the tenth grade students of SMAN 1 Depok of the 2008/2009

academic year of class XB and class XF. The resulted data of questionnaire would

be presented in the form of paragraphs.

In gaining deeper data of students’ perceptions, the researcher conducted

an interview. The interviewees were eight students who were taken from two

different classes. In this case, four students were taken from each class as the

interviewees. The interview was aimed to find out further information about

students’ opinion on the use of dialogue journals and to find out the evaluations

and suggestions for the implementation of dialogue journals. The interview was

conducted individually and in an informal situation in order to create a

comfortable and relaxed atmosphere for the students.

E. Data Analysis Technique

In analyzing the data, the researcher followed four steps. The first step was

analyzing the observation checklists in order to observe the implementation of


24

dialogue journals in two different classes. All data about students’ behaviors that

appeared in observation checklists would be summarized and written in

paragraphs to describe the process of the implementation of dialogue journals.

The second step was analyzing the results of the questionnaire. The data

collected from questionnaire were recapitulated in the form of table. There were

four choices of responses to the statement on the questionnaire as follows; 1 was

strongly disagree, 2 for disagree, 3 for agree, and 4 for strongly disagree. Then,

the researcher counted the percentage of each response. The researcher made the

interpretation of the results in the form of written paragraphs. The next step was

classifying the results of the open-ended questionnaire. Then, the researcher also

transcribed the results of the interview and classified it. The last step was

interpreting the results of the interview. In interpreting the interview transcript, the

researcher was careful and used mindful interpretation since the results of the

interview cannot be concluded by the number of statements.

F. Research Procedure

There were some steps used in this research. In preparing the research, the

researcher constructed the research instruments, which were observation checklist,

a questionnaire, and an interview guide. After consulting all the research

instruments to the sponsor, the researcher conducted observations while having

the implementation of dialogue journal for three weeks. Next, the researcher asked

permission to obtain the research data to SMAN 1 Depok through BAPPEDA


25

Sleman. Then, the researcher had a meeting with a teacher who would help the

researcher to arrange the appropriate schedule to gain the research data.

The next step was the researcher distributed the questionnaire to all

participants from the two classes, class XB and class XF. Then, the researcher

conducted the interview to eight students who also filled in the questionnaire in

order to cross-check the data from the questionnaire. Four students were taken

from each class. In choosing the interviewees, the researcher considered their

responses in the questionnaire in order to know further since this interview was

aimed to support the questionnaire result.

The researcher, then, analyzed the data from the observation checklists,

questionnaire, and interview. After analyzing the data, the researcher interpreted

the data and discussed the findings. Afterward, the researcher made conclusion

based on the interpretation. Last, the researcher reported the results of the

research.


26

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings of the research. This research was

conducted to find out the students’ perceptions on the use of dialogue journals as

communication media in learning English and students’ suggestions to improve

the implementation of the dialogue journals. The findings were divided into two

parts. They were part A, which explained the students’ perceptions and part B,

which explained the students’ suggestions.

A. Students’ Perceptions on the Use of Dialogue Journals as Communication

Media

The data were obtained through three instruments. They were observation

checklists, a questionnaire, and an interview. Each instrument would be analyzed

separately. These three instruments were aimed to find out the students’

perceptions of SMAN 1 Depok on the use of dialogue journals.

1. Data Presentation Based on the Observation of Students’ Behaviors

during the Implementation of Dialogue Journals

Fraenkel and Wallen (1993: 284) say that “observation is used in order to

know how people act or how things look.” Therefore, based on the theory, the

researcher divided the observation checklist into two parts. On Part 1, the

researcher observed students’ behaviours before writing dialogue journals. Then,


27

on Part 2, the researcher observed students’ behaviours during writing dialogue

journals.

The first observation was done on March 21st, 2009 in class XB. The total

number of present students was thirty-four. This was the first implementation of

dialogue journals in this class. Before distributing the dialogue journals, the

teacher, who also conducted as the researcher, explained first about dialogue

journals. Then, the teacher wrote some questions to be answered by the students

on their dialogue journals. The questions were related to their feeling during the

teaching-learning process and about students’ difficulty on the English subject.

The teacher also allowed the students to write any kinds of topics that they wanted

to share.

Since this was the first implementation of dialogue journals, all students’

behaviours before writing dialogue journals were not observed yet. Nevertheless,

the researcher observed that the students were not reluctant to write the journal. In

Part 2, the researcher observed that they were active in discussing the topic or the

questions to their friends. The researcher also observed that when the students

were confused about vocabulary, they were active in asking either their friends or

the teacher even there were some students who looked up their dictionary to help

them in writing the journal. However, the researcher also observed there were

some students who were lazy in writing the journal.

The second observation of class B was done on March 28th, 2009. The

total number of present students was thirty-five. The teacher returned the students’

journals and allowed them to read the teacher’s comments. The researcher could


28

then observe the students’ behaviours before writing journal. The researcher found

that the students wanted to know further about the teacher’s comments in their

journal by asking questions. They were also not reluctant when they were asked to

write. During writing dialogue journals, the researcher observed that the students

were still enthusiastic in writing. They were also busy discussing the topic with

their friend. When they found difficult words, they asked their friend or and

looked up the words in their dictionary. In this second observation, the researcher

did not find students who were lazy in writing journal.

The third observation of class XB was conducted on April 11st, 2009. The

total number of present students was thirty-four. The researcher observed

students’ behaviours before writing dialogue journals. The researcher found that

before the teacher distributed the journal, the students were eager to know the

teacher’s comment in their journal. They looked enthusiastic when the journal was

returned. Some students also asked further about the teacher’s comments. The

students also were not reluctant when they were asked to write again. The teacher

gave some guiding questions to help the students in writing the journal. The

questions were arranged to make students share their feeling both academically

and personally. Then, when the researcher observed students’ behaviours during

writing dialogue journals, the researcher saw that the students were very

enthusiastic in writing. They were also active in discussing and asking about the

difficult vocabulary to their friends or to the teacher or consulting to the

dictionary. In this third week, the researcher also did not find any students who

were lazy to write the journal.


29

The fourth observation of class XB was conducted on April 25th, 2009.

The total number of present students was thirty-six; there was no student absent.

The same as the previous week, before students wrote the journal, they read first

the teacher’s comments. The researcher observed that this fourth observation was

similar to the third. Students seemed enthusiastic when the journal was returned.

They were eager to know what the teacher’s comment is in their journal. Then,

they were also enthusiastic when the teacher asked them to write. During the

writing, the researcher observed that the class was active though it was a little bit

noisy. Some students were discussing about the questions and some students were

busy to ask the teacher about the vocabulary. The researcher in this week also did

not find students who were lazy to write the dialogue journals.

The same observation was also conducted in different classes since the

researcher implemented dialogue journals in two different classes. The first

observation in class XF was conducted on April 7th, 2009. The total number of

present students was thirty-two students. Similar to class XB, before the

researcher distributed the journals, she explained first about the use of dialogue

journals. Then, she gave some guiding questions to help the students to write the

journal. Based on the observation, all behaviours in Part 1 or students’ behaviours

before writing dialogue journals were not observed yet since it was the first

implementation of dialogue journals. However, the researcher observed that the

students were not reluctant to write the dialogue journals. In Part 2, students’

behaviors’ during writing dialogue journals, the researcher observed that they

were enthusiastic in writing the journal though it was the first time. The students


30

were active in discussing the topic to their friends. They were also active in asking

either their friends or the teacher about the difficult vocabulary they wanted to

write. Yet, the researcher also found some boys who were lazy to write the

journal.

The second observation in class XF was conducted on April 14th, 2009.

The total number of present students was thirty-four. This was the second

implementation of dialogue journals in class XF. Similar to the previous week, as

teacher, the researcher gave some questions to answer. Besides, she allowed

students to write anything after they answered the questions. In the first part, there

were two behaviours that were observed. The students looked enthusiastic when

the journal was returned. Then, the students were not reluctant to write the next

journal.

Observing the second part, the researcher found that the students were still

enthusiastic in writing the journal. The class was a little bit noisy since some

students were discussing the questions and asking about the meaning of words.

There were also some students who consulted their dictionary to find the English

words. Some students also asked the teacher but the teacher often asked them to

open the dictionary first. In this week, the researcher did not find students who

were lazy to write the journal.

The third observation in class XF was conducted on April 28th, 2009. The

total number of present students was thirty-four. The researcher observed that

when the journal was returned, there were some students who wanted to know


31

further about teacher’s comments on their journal. The students were also not

reluctant when they were asked to write journal for the third time.

In the second part, the researcher found similar behaviours to previous

week. The students looked enthusiastic in writing the journal. They were still

active in discussing the topic and asking their friends about the difficult

vocabulary. Some students were busy with their dictionary to find the words and

there was no one who was lazy writing the journal.

Based on the observation in two classes above, there was information that

could be analyzed and concluded. The information from the observation focused

on the students’ behaviors since from the students’ behaviors, the researcher could

see what the students’ perceptions was. Below was the analysis.

The students’ behaviours before writing were considered positive. They

looked enthusiastic when dialogue journals were returned. The students also

wanted to know further about the teacher’s comments written in their journal by

asking to the teacher about the meaning of the teacher’s writing. They also did not

moan when they were asked to write the next journal instead they looked

enjoyable writing it.

The students’ behaviors during writing were also considered positive.

Most students were active in discussing the topic that the teacher gave. They were

also active in asking the difficult vocabulary to either their friends or the teacher.

Moreover, there were some students who were busy with their dictionaries to

consult their difficulty in translating.


32

From the analysis above, the researcher obtained some conclusions. First,

the tenth year students of SMAN 1 Depok received the implementation of

dialogue journals in their English class well. Second, they enjoyed writing

dialogue journals as communication media to their teacher. Third, the students

liked the implementation of dialogue journals since they showed positive

behaviors on the use of dialogue journals in their class.

Based on the theory from Cook, Hunsaker, and Coffey (1997: 150),

perception help people to define the world and influence their behaviour. It can be

said that if students have positive perception, it will lead them to have positive

behaviour. Therefore, based on the observation, the tenth year students of SMAN

1 Depok had positive perception because they have positive behaviors toward the

implementation of dialogue journals in their class.

2. Data Presentation Based on the Questionnaire

The researcher distributed the questionnaire in class XB on June 25th,

2009. There were thirty-six sheets of questionnaire that were distributed. There

was no student who was absent. In class XF, the researcher distributed thirty-one

sheets of questionnaire. The total students of class XF actually were thirty-six.

However, there were five students who were absent. Thus, the total of respondents

from two classes was sixty-seven students.

a. The Result of Closed-ended Questions

As explained in the methodology, the questionnaire was divided into two

parts, closed-ended questionnaire and open-ended questionnaire. The students’


33

responses to each statement of closed-ended questionnaire were presented in the

form of data frequency and data percentage that could be seen in Appendix G.

There were seventeen statements with four numbers of values that the students

should choose. They are 1 for strongly disagree (SD), 2 for disagree (D), 3 for

agree (A), and 4 for strongly agree (SA).

In closed-ended questionnaire, the statements were divided into two parts.

The first part, Part A, was perceptions on the process of implementation of

dialogue journals. Part A covered eight statements. The data which were obtained

showed that the students’ perceptions on the process of dialogue journals were

positive. All the data of frequency and percentage of Part A could be seen in

Appendix G.

The first statement of Part A showed that all of the respondents understood

what dialogue journals were. Out of sixty-seven respondents, more than half of

the respondents (82,09%) did agree that they understand what dialogue journals

were, while the rest of the participant (17,91%) strongly agreed. All the

respondents understood about dialogue journals because before the

implementation, the teacher explained first about the use of dialogue journals.

The second statement showed that most respondents liked the

implementation of dialogue journals in their learning process. It was proved by the

data as shown in Figure 2. Out of sixty-seven respondents, forty-one students or

61,19% did agree and twenty-five students or 37,31% strongly agreed that they

liked the implementation of dialogue journals in their class. There was only one

student or 1,49% who disagreed to state that they liked the implementation of


34

dialogue journals. It showed that most respondents gave positive responses toward

the implementation of dialogue journals.

Figure 2 Students’ Responses to “I Liked the Implementation of Dialogue Journals in the Learning Process”

Warga (1983: 207) as stated in chapter two, states that perception is built

from a stimulus. The stimuli that come from the environment create sensation.

Then, that sensation is translated into meaning. That meaning then becomes

perception. In the implementation of dialogue journals, writing dialogue journals

becomes the stimuli. The students created their meaning toward dialogue journals.

Their meaning then leads to the perceptions. If someone has positive perception,

he can express that he feels happy or he likes a thing. In contrast, if he has

negative perception, he will feel unhappy or he dislikes a thing.

Different from the second statement, the students gave negative responses

to the third statement that said “I faced difficulty in writing dialogue journals.”

There were forty-nine students or 73,13% who disagreed and one student or

1,49% who strongly disagreed. Then, there were fifteen students or 22,39% who


35

agreed and two students or 17,91% who strongly agreed. This data showed that

most of students did not face any difficulty in writing dialogue journals. There

were only few students who faced difficulty in writing dialogue journals.

Figure 3 Students’ Responses to “I Wrote My Academic Problem or My Difficulty in Learning Through Dialogue Journals”

Furthermore, in writing dialogue journals, most students wrote about their

academic problems or their difficulties on learning as shown in Figure 3. Out of

sixty-seven students, fifty-one students or 76,12% who agreed and twelve students

or 17,91% who strongly agreed that they wrote academic problems through

dialogue journals. There were only four students or 5,97% who disagreed that

they wrote academic problem in dialogue journals.

Besides writing academic problem, the result showed that more than half

of the respondents also wrote their personal problems in dialogue journals. Out of

sixty-seven respondents, there were thirty five respondents or 52,24% who agreed

and four students or 5,98% who strongly agreed that they wrote their personal

problem or non academic problem in the dialogue journals. The remaining


36

respondents, twenty eight students or 41,79% disagreed that they wrote their

personal problem or non academic problem in the dialogue journals.

Most respondents also wrote their reflection on learning in the dialogue

journals. It was proved by the result that out of sixty-seven respondents, fifty

respondents or 74,63% agreed and nine students or 13,43% strongly agreed that

they wrote their reflection on learning in the dialogue journals. The rest of the

respondents, eight students or 11,94% disagreed that they wrote their reflection in

learning in the dialogue journals.

Most respondents wrote suggestions or comments to the teacher about the

learning process in the dialogue journals. Out of sixty-seven respondents, forty-

seven respondents or 70,15% agreed and fourteen students or 20,89% strongly

agreed that they wrote suggestions or comments about the learning process to the

teacher in the dialogue journals. The other respondents, six respondents or 8,96%,

disagreed that they wrote suggestions or comments about the learning process to

the teacher in the dialogue journals.

Most respondents felt that they always obtained the reply of their writing

in the dialogue journals. Out of sixty-seven respondents, thirty-five respondents or

52,24% agreed and thirty-one respondents or 46,27% strongly agreed that they

always obtained the reply of their writing. Then, there was only one student or

1,49% who disagreed that he always obtained the reply of their writing.

The second part of the close-ended questionnaire was Part B, which were

students’ perceptions on the implication of dialogue journals in their learning

process. The data that were obtained showed that the students’ perceptions on the


37

implication of dialogue journals were positive. The students’ responses of Part B

were completely shown in Appendix G.

There were some evidences that showed students’ perceptions on the

implication of the implementation of dialogue journals in the learning process

were positive. The students’ responses to the ninth statement were positive

because all students agreed that dialogue journals created good communication

between students and teacher. It was shown in Figure 4 that out of sixty-students,

thirty-four students or 50,75% agreed and thirty-three students or 49,25% strongly

agreed to the statement “Dialogue journals created good communication between

students and teacher.”

50,75%49,25%

Agree

Strongly Agree

Figure 4 Students’ Responses to “Dialogue Journals Created Good Communication between Students and Teacher”

The students’ responses to the tenth statement were also positive. Most of

students agreed that dialogue journals become media to deliver their reflection on

learning. Out of sixty-seven students, forty-seven students or 70,15% agreed and

eighteen students or 26,87% strongly agreed to the statement “Dialogue journals

become media to deliver the reflection on learning”, while the rest, two students

or 2,98% disagreed to the statement.


38

68,66%

28,36%

2,98%

Agree

Strongly Agree

Disagree

Figure 5 Students’ Responses to “Dialogue Journals Helped Me to Convey My Problem or My Difficulty in Learning”

The students’ responses to the eleventh statement were positive. Most

students agreed that dialogue journals helped them to convey their problem or

difficulty on learning. Figure 5 showed that out of sixty-seven students, forty-six

students or 68,66% agreed and nineteen students or 28,36% strongly agreed that

dialogue journals become media to convey their academic problem or difficulty in

learning. The rest, two students or 2,98% stated that they disagreed to the

statement.

The students’ responses to the twelfth statement were positive. Most of

students agreed to the statement “Dialogue journals is appropriate media to help

my difficulty on learning.” There were fourty-eight students or 71,64% who

agreed and seventeen students or 25,37% who strongly agreed to the statement,

while the rest, two students or 2,98% disagreed to the statement.

The students’ responses to the thirteenth statement were also positive.

Most students agreed to the statement “Dialogue journals become communication

media to give suggestion to the teacher.” It was proved by the data shown in

Figure 6 that out of sixty-seven students, forty-nine students or 73,13% agreed


39

and seventeen students or 25,37% strongly agreed to the statement. Then, there

was only one student or 1,49% who disagreed to the statement.

73,13%

25,37% 1,49%

Agree

Strongly Agree

Disagree

Figure 6 Students’ Responses to “Dialogue Journals Became

Communication Media to Convey Suggestion to the Teacher”

Next, the students’ responses to the fourteenth statement were positive.

Most students agreed to the statement “Dialogue journals practice me to write in

English.” It was proved by the result that showed forty-three students or 64,18%

agreed and twenty-three students or 34,33% strongly agreed to the statement. The

rest, there was only one student or 1,49% who disagreed to the statement.

The students’ responses to the fifteenth statement were also positive. Most

students agreed to the statement “Dialogue journals enrich my vocabulary in

English.” It was proved by the data that showed forty-five students or 67,16%

agreed and twenty-one students or 31,34% strongly agreed to the statement. Then,

there was only one student or 1,49% who disagreed to the statement.


40

67,16%

29,85%

2,98%Agree

S trongly Agree

Disagree

Figure 7 Students’ Responses to “Teacher’s Reply in Dialogue Journals

Motivated Me in Learning”

More, the students’ responses to sixth statement were positive. Figure 7

showed that most of students agreed teacher’s reply in dialogue journals

motivated them on learning. Out of sixty-seven students, forty-five students or

67,16% agreed and twenty students or 29,85% strongly agreed that teacher’s reply

in dialogue journals motivated them in learning. There were only two students or

2,98% who disagreed that teacher’s reply in dialogue journals motivated them in

learning.

The student’s responses to seventeenth statement were also positive. Most

students agreed that teacher’s reply in dialogue journals helped them to find the

solution of their problems in learning English. It was proved by the result data that

showed fifty-one students or 76,12% agreed and thirteen students or 19,40%

strongly agreed that teacher’s reply in dialogue journals helped them to find the

solution for their problems in learning English. The remaining students, there

were three students who disagreed that the teacher’s reply in dialogue journals

helped them to find the solution to their problems in learning English.


41

b. The Result of Open-ended Questions

There were eight questions in the open-ended questions part. The first four

questions were related to the students’ perceptions on the implementation of

dialogue journals and the next four questions were asking about their suggestions.

The open-ended questions were made to dig out further information from the

students to support the data in the closed-ended questions. This part provided the

opportunity for the students to write based on their experience.

Based on the data obtained from the first question, students’ answers

varied. It can be seen in Appendix H. However, all respondents wrote positively

about the implementation of dialogue journals. Many students stated that dialogue

journals were very good media to build good communication between teacher and

students. Further, dialogue journals facilitated the students to share their opinions

about the learning to the teacher. Other students argued that dialogue journals

were helpful in solving their problems both in academic and non-academic

problems. Then, students experienced that through dialogue journals, they

acquainted well the teacher. Moreover, other students also stated that dialogue

journals gave them motivation to learn English better.

Based on the data obtained from the second question, it can be inferred

that dialogue journals had positive implication for the students. The researcher

analyzed that there were three classifications from students’ answers about their

positive implication of dialogue journals as presented in Table 4.1.


42

Table 4.1 Students’ Perceptions on Positive Implication of Dialogue Journals

Question Answers

Dialogue journals create good communication and closer relationship between students and the teacher Dialogue journals help students to solve their problems academically and non academically and give motivation to learn better

What are positive things that you feel by the implementation of dialogue journals in your class?

Dialogue journals make students better in writing and reading in English

Table 4.1 shows that students felt positive implication of the

implementation dialogue journals. They experienced that through dialogue

journals they could find the solution from the teacher’s comments about their

problem in learning. They also felt that dialogue journals made them close to the

teacher and it made them communicate with their teacher easily. Furthermore,

they felt dialogue journals gave them motivation. In teaching learning process,

communication plays important role. Howell (1979: 148) even states that learning

is, at heart, the expression of communication. Therefore, through dialogue

journals, the teacher facilitated students in building communication with the

teacher. As a result, students responded to the implementation of dialogue journals

positively.

Based on the data obtained from the third question, which asked about the

negative implication from dialogue journals, it showed that most of students did

not feel any negative implication of dialogue journals. There were only ten

students who stated that dialogue journals reduced the effective time of learning.


43

Based on the data obtained from the fourth question, it can be inferred that

all students experienced that through dialogue journals, they felt improved in

learning English. It showed by the presented data of table 4.2.

Table 4.2 Students’ Perceptions on the Implication of Dialogue Journals Related to

English Skills

Question Answers

Vocabulary Writing Reading The use of grammar The use of words

Are there English skills that you feel improved because of dialogue journals?

Ability in translating

Most students wrote that by the implementation of dialogue journals, they

could enrich their vocabulary in English. Then, they also stated that dialogue

journals helped them in practicing writing that related to the ability in arranging

sentences, the use of grammar, and the use of words (diction). Other students

argued that their reading also improved because of dialogue journals. These data

showed that the implementation of dialogue journals did not merely give positive

implication on communication, yet they could also help students to improve their

English skills.

3. Data Presentation Based on the Interview

The interview was conducted to obtain further information and to verify

the questionnaire’s result. The interview was conducted on July 16th, 2009 and July

17th, 2009. The interviewees were eight tenth grade students of SMAN 1 Depok.

The interview was conducted individually and in an informal situation in order to


44

create a comfortable and relaxed atmosphere for the students. The researcher asked

eight guiding questions that cover three aspects. There were process, implication,

and suggestion. This part would report the process and the implication.

The first question asked about students’ perceptions on the implementation

of dialogue journals in learning English. All interviewees stated that they agreed

and supported the implementation of dialogue journals in learning English

subject. They stated that through dialogue journals they could deliver their

opinion to the teacher and it also helped them in practice writing in English. One

of them shared:

In my opinion, I do agree to the implementation of dialogue journals. We are able to write our feeling in English and we can also learn English through the dialogue journals. (R5, Interview Result)

The second question asked about the difficulty the students’ find in writing

dialogue journals. Seven students stated that they faced difficulty in the

vocabulary and in arranging the words into sentences since they were written in

English. While one student claimed she did not find any difficulties in writing

dialogue journals. Though many students found difficulty in vocabulary, they

could overcome it by consulting the dictionary or by asking their friends.

The third question asked about their perceptions about dialogue journals

whether they can be media to make the teacher and the students close. All the

interviewees agreed that dialogue journals make them close to their teacher. They


45

argued that through dialogue journals, they would not be shy in delivering their

feeling or their opinion to the teacher. One of them shared:

Yes, because if the student is shy in the class, he will be quiet, but in dialogue journals, he can write anything... Share his feeling and his difficulty in learning. (R5, Interview Result)

The fourth question asked about positive implication from dialogue

journals that students obtained. The students claimed that they obtained positive

implications from dialogue journals in both academic side and personal side.

Academically, the students felt that through dialogue journals, they could improve

their skill in English especially in vocabulary and writing. One of them shared:

... We are able to arrange good sentences and we can enrich our vocabulary. Then, the relation with the teacher is closer. In the class, we are only silent if we do not understand about the material but in dialogue journals, we are forced to write so it makes us close to the teacher. (R2, Interview Result)

Furthermore, students personally also felt that dialogue journals gave them

motivation in improving their learning. One of them shared:

...It becomes motivation for us and... we could know... improve our learning if we do not study. (R1, Interview Result)

The fifth question asked about whether teacher’s reply in dialogue journals

gave solution to student’s difficulty. All interviewees answered that teacher’s


46

reply gave them solution. However, the teacher’s reply could not give all the

solution to overcome their problems in learning. They thought that it was not

optimal yet.

The sixth question asked the students further whether the teacher’s reply in

dialogue journals gave them motivation on learning. All the interviewees agreed

that the teacher’s reply in dialogue journals gave them motivation in learning. One

of them shared:

The teacher’s writing besides giving suggestion to the students also giving motivation words to the students. So, the students are motivated by the teacher’s writing in dialogue journals. (R1, Interview Result)

The seventh question asked about implication of dialogue journals on the

improvement of English skills. All interviewees stated that they experienced some

improvements in their English especially in writing and vocabulary. Moreover,

there were two interviewees who stated that dialogue journals also helped them in

reading and speaking. One of them shared:

...Writing, reading, speaking. All skills alhamdulilah were improved though it was not so significant but I felt it improved because of dialogue journals… (R5, Interview Result)

B. Students’ Suggestions on the Implementation of Dialogue Journals

In finding out the students’ suggestions, the researcher used open-ended

questions of the questionnaire and the interview. These instruments allowed


47

students to give any comments and suggestions toward the implementation of

dialogue journals.

1. Students’ Suggestions on the Implementation of Dialogue Journals based

on the Questionnaire

In open-ended questions, there were four questions that asked about

students’ suggestions about the implementation of dialogue journals. The first

question was asking about the physical feature of dialogue journals. Based on the

data which were obtained, most of students thought that the physical feature of

dialogue journals was interesting with their colourful paper. Nevertheless, some

students gave suggestions that dialogue journals should be bound tightly so they

would not easily detach. Further, there were thirteen students who argued that the

cover of dialogue journals was not interesting yet. They suggested that there

should be more colourful picture of the cover of dialogue journals to make them

more interesting. Moreover, there were some students that suggested that it would

be better if the students made their own dialogue journals and they thought it

would show their creativity

The second question was about the process of implementation of dialogue

journals. The students’ answers varied in this question. However, most students

stated that the process of the implementation of dialogue journals was well-

presented for it was conducted after the learning process. However, there were

five students who suggested that dialogue journals should be written outside of the

learning time. Some students suggested that the time in writing dialogue journals


48

should be added since they experienced that they wanted to write a lot but the time

was limited. Furthermore, some students suggested that dialogue journals should

be implemented every day or in every subject because they felt that they found

difficulty not only in English but also in other subjects. These students’

suggestions showed that they enjoyed writing dialogue journals for they obtain

positive implication from it. Therefore, they suggested adding the time in writing

dialogue journals even they suggested that dialogue journals should be

implemented in every subject.

The third question was asking about the content of dialogue journals. Most

students stated that the content of dialogue journals had covered all aspects since

students were also allowed to write any kinds of topic that they wanted to share

either academic problem or non-academic problem. There were only two students

who stated that the contents of dialogue journals were not maximal yet. They

thought that the teacher should add the guiding questions in the dialogue journals

The fourth question was asking about students’ suggestions on other

aspects that should be added in dialogue journals. Many students argued that

dialogue journals that they experienced had covered all aspects. Some students

suggested adding the questions such as students’ dreams. Others suggested that

dialogue journals should provide sheet to draw their feeling that the teacher would

know better their feeling through the drawing. Some students also suggested that

the teacher should add proverb to give motivation to the students.


49

2. Students’ Suggestions on the Implementation of Dialogue Journals based

on Interview

From the results of interview, the researcher obtained the suggestions on

the physical feature of dialogue journals, the content of dialogue journals, and the

process of the implementation of dialogue journals. The result of the interviewee

verified the result of the questionnaire. Therefore, the result was closely similar to

the result of the questionnaire.

The interviewees suggested that the physical feature of dialogue journals

should be more interesting. One interviewee recommended that dialogue journals

should be made by the students themselves while other interviewee suggested that

dialogue journals should be bound like a book.

…and about the feature, it should be made like a book so it will no be easily loose or tear… (R2, Interview Result)

Dialogue journals should be made by the student themselves so they do not disturb the teacher. (R8, Interview Result)

Asking about the content of dialogue journals, most the interviewees did

not give suggestion since they claimed that the content was good enough. There

was only one student who suggested adding more guiding questions in the

dialogue journals. Then, asking about the process of the implementation of

dialogue journals, there were many different answers and suggestions from the

interviewees. There were three interviewees who suggested that dialogue journals

should be implemented not only in English subject but also other subjects.


50

…the process of dialogue journals should be implemented in other subjects not only in English… (R1, Interview Result)

Dialogue journals should be always conducted and the process is in every subject. (R4, Interview Result)

…dialogue journals conducted only after that subject (English subject), they should be done not only after studying English subject because we also find difficulty in other subjects. (R6, Interview Result)

Some interviewees argued that the time in writing dialogue journals was

lack of the time. They recommended that the time in writing dialogue journals

should be longer.

Dialogue journals should be distributed on the beginning of the lesson and handed in the end of the lesson so the time would be longer… (R2, Interview Result)

…the process of writing dialogue journals is also lack of the time… (R7, Interview Result)

From the students’ suggestions, it could be seen that the students gave

positive response to the implementation of dialogue journals. The suggestions

mostly focused on the process of the implementation dialogue journals.

Hopefully, all the students’ suggestions could improve and maximize the

implementation of dialogue journals as communication media in learning English.


51

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the final discussion of the research. In this chapter,

two major sections are presented. The first is presenting conclusions drawn from

the research results. The second is presenting the researcher’s suggestions to

English teachers, and other researchers.

A. Conclusions

This research was aimed to find out students’ perceptions on the use of

dialogue journals as communication media in learning English and students’

suggestions to improve the implementation of dialogue journals as stated in the

first chapter. After discussing and analyzing the data which were gathered in

Chapter IV, the researcher drew conclusion about the students’ perceptions on the

use of dialogue journals as communication media and obtains some suggestions to

improve implementation of dialogue journals.

Students’ the perceptions on the use of dialogue journals as

communication media in general was positive. Most students considered that

dialogue journals as communication media facilitate them in communicating with

their teacher. The students responded to the implementation of dialogue journals

very positively. It was because the students experienced many positive

implications by using dialogue journals.


52

The positive implications that the tenth year students of SMAN 1 Depok

experienced were: first, the students felt that they could convey all their opinions,

their difficulty on learning, and their sharing either academically or non-

academically to the teacher easily through dialogue journals. Second, the students

felt they obtained the solution for their difficulty on the learning from dialogue

journals. Third, the students’ skills in English increased especially in writing and

vocabulary. Fourth, the students felt that the use of dialogue journals gave them

motivation to learn better. Fifth, the use of dialogue journals made them have

close relationship with the teacher.

The implementation of dialogue journals gave positive effects to the

students. It led them to have positive perception. However, the use of dialogue

journals as communication media should be developed from many aspects to help

the students maximally in learning process. Therefore, below were the students’

suggestions to improve and maximize the use of dialogue journal in educational

context.

The first suggestion was about the physical feature of dialogue journals.

The students suggested that dialogue journals should be bound tightly like a book

so they would not be easily detached. Then, they suggested making dialogue

journals more interesting with pictures. The students also recommended making

their own journals based on their creativity.

The second suggestion was about the process of the implementation of

dialogue journals. The students recommended that the time to write dialogue

journals should be longer since they had often lack of time in sharing anything in


53

the dialogue journals. Then, the students also suggested that it would be better if

dialogue journals were implemented in every subject.

The third suggestion was about the content of dialogue journals. Students

suggested that there should be more questions in dialogue journals to attract

students in writing. Then, the teacher should also give an optimal reply to

students’ writing.

B. Suggestions

After conducting the research, the researcher has some suggestions for

English teachers in SMAN 1 Depok and English teachers in general, and other

researchers. Based on the research findings, the students’ perceptions on the use

of dialogue journals were positive. Therefore, it is better for English teachers in

general and especially English teachers in SMAN 1 Depok to implement dialogue

journals as communication media to help students in learning English. Thus, if

they want to implement dialogue journals, they should consider the students’

suggestions to improve the implementation of dialogue journals especially about

the time and the content of dialogue journals. As a techer who applied these

media, the researcher suggests that the time in writing dialogue journals is not in

every meeting, yet it is conducted in every week to have an optimal reply for the

students’ writing. Furthermore, the teacher should also give guiding questions to

attract students to write.

The last suggestion is for other researchers. The researcher suggests

further researchers due to the fact that this thesis merely focuses on the first year


54

of SMAN 1 Depok students’ perceptions on the use of dialogue journals as

communication media. This thesis can be the basis or reference for further

research. Other researchers can conduct a deeper research on other aspects of

dialogue journals in educational context.


55

REFERENCES

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Ary, D.,Lucy C. J, and Razavieh, A. 2002. Introduction to Research in

Education. 6th Edition. Canada: Wadsworth Group. Astutiningsih, C.E.D. 2006. The Perception of the First Grade Students of

Pangudi Luhur 2 Yogyakarta Junior High School on their English Teaching-Learning Activities. Unpublished Thesis. Yogyakarta: Universitas Sanata Dharma.

Bartelo, Birkitt, and Davis. 1990. Writing Beyond the Form: Professional

Dialogue Journals in Elementary Education. Writing Across the Curriculum, 70 (11), 1-6, (http://wac.colostate.edu/journal/vol2/bartelo.pdf, accessed on November 14, 2009).

Best, J.W. 1970. Research in Education. 2nd Edition. Englewoods Cliff, New

Jersey: Prentice-Hall, Inc. Borg, W.R. 1963. Educational Research: An Introduction. New York: David

McKay Company,Inc. Borger, R. and Seaborne, A. E. M. 1966. The Psychology of Learning.

Middlesex: Penguin Books Ltd. Brown, H. D. 2004. Language Assessment: Principles and Classroom Practices.

White Plains, New York: Pearson Education. Gerlach, V.S. and Ely, D. P. 1980. Teaching and Media a Systemic Approach. 2nd

Edition. New Jersey: Prentice Hall, Inc. Cook, C. W. Hunsake, P.L. and Coffrey, R. E. 1997. Management and

Organizational Behaviour. Chicago: The McGraw Hill Company, Inc. Encyclopedia of Educational Research .1969. Media Use in Education. 5th

Edition. New York: A Division of Macmillan Publishing Co, Inc. Fraenkel, J.R. and Wallen, N.E. 1993. How to Design and Evaluate Research in

Education. New York: McGraw Hill, Inc.


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Good, T. L. and Brophy, J. E. 1984. Looking in Classrooms. 2nd Edition. New York: Harper and Row Publisher, Inc.

Howell, R.G. and Howell, P.L. 1979. Discipline in the Classroom. Virginia: A

Prentice-Hall Company. Huffman K, Vernoy M, and Vernoy J. 1997. Psychology in Action. 4th Edition.

Toronto: John Wiley & Sons, Inc. Krisnawati, S. 2008. The Fifth Grade Learners’ Perceptions on the English

Teaching-learning Activities at Domby Kids’ Hope 2 Yogyakarta. Unpublished Thesis. Yogyakarta: Universitas Sanata Dharma.

Kreitner, R. and Angelo K. 1992. Organizational Behavior. Illinois: Richard D.

Irwin, Inc. Peyton, J. K. 1993. Interactive Writing to Develop Language and Literacy.

National Claringhouse on Literacy Education, (http://www.cal.org/resources/Digest/peyton01.html, accessed on May 28, 2008).

Wiersma, W. 1995. Research Method in Education: An Introduction. 6th Edition.

New York: Allyn and Bacon. Staton, J. 1987. Dialogue Journals. Eric Digest, (http://www.ericdigests.org/pre-

926/journals.htm, accessed on May 28, 2008).

Summers, D. and Gadsby, A. 2001. Longman Dictionary of Contemporary English. 3rd Edition. Harlow: Pearson Education Limited.

Szeto. 2009. Dialogue Journals Help Improve Writing, (http://classroom-

activities.suite101.com/article.cfm/dialogue_journals_help_improve_writing accessed on December 23, 2009).

Taschow, Horst G. 1985.The Cultivation of Reading. Columbia: Columbia University.

Vygotsky, L.S. 1978. Mind in Society. London: Harvard University Press.

Warga, R. G. 1983. Personal Awareness: A Psychology of Adjusment. 3rd Edition. Boston: Houghton Mifflin Company.


57

APPENDICES


58

APPENDIX A

PERMISSION LETTERS


61

APPENDIX B

SURAT KETERANGAN PENELITIAN


63

APPENDIX C

Sample of Dialogue Journals


68

APPENDIX D

THE QUESTIONNAIRE BLUEPRINT


69

The Questionnaire Blueprint Closed Questions

Aspects Statements

Process Saya memahami apa itu dialogue journals

Saya senang adanya implementasi dialogue journals dalam proses

pembelajaran

Saya mengalami kesulitan dalam menuliskan sesuatu di dialogue journals

Saya menulis permasalahan akademis atau kesulitan belajar saya dalam

dialogue journals

Saya menulis permasalahan pribadi saya diluar masalah akademis dalam

dialogue journals

Saya menulis refleksi pribadi saya dalam belajar di dialogue journals

Saya menuliskan saran atau komentar saya kepada guru tentang proses

pembelajaran di dialogue journals

Saya selalu mendapatkan balasan dari guru tentang tulisan saya di dialogue

journals

Implication Dialogue journals menciptakan komunikasi yang baik antara murid dan guru

Dialogue journals menjadi media pengantara untuk menyampaikan refleksi

saya dalam pembelajaran

Dialogue journals membantu saya untuk mengutarakan permasalahan atau

kesulitan belajar saya

Dialogue journals merupakan media yang tepat untuk membantu kesulitan

belajar saya

Dialogue journals menjadi media komunikasi untuk memberikan saran kepada

guru

Dialogue journals melatih saya untuk menulis sesuatu dalam bahasa Inggris

Dialogue journals melatih saya untuk memperkaya kosakata dalam bahasa

Inggris

Tulisan balasan dari guru dalam dialogue journals memotivasi saya dalam

belajar

Tulisan balasan dari guru dalam dialogue journals membantu saya menemukan

solusi atas permasalahan belajar saya dalam belajar bahasa Inggris


70

Open Questions:

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pembelajaran di

kelasmu?

2. Hal-hal positif apa yang kamu rasakan dengan adanya dialogue journals yang

diterapkan di kelasmu?

3. Hal-hal negatif apa yang kamu rasakan dengan adanya dialogue journals yang


4. Kemampuan Bahasa Inggris apa yang kamu rasakan meningkat dengan adanya media

dialogue journals?

5. Menurut pendapatmu, bagaimana bentuk fisik/penampilan dari media dialogue

journals? Apakah telah cukup menarik atau kurang menarik? Berikan saranmu!

6. Menurut pendapatmu, bagaimanakah proses pelaksanaan dialogue journals yang

selama ini kamu alami? Berikan saranmu!

7. Menurut pendapatmu, bagaimanah isi dari dialogue journals yang telah kamu

tuliskan? Berikan saranmu!

8. Aspek atau hal-hal apa saja yang ingin kamu sampaikan atau tambahkan dalam media

dialogue journals?


71

APPENDIX E

RESEARCH INSTRUMENTS 1. Observation Checklist

2. The Questionnaire

3. The Interview Guide


OBSERVATION CHECKLIST

Class : Date : Number of present students :

No. Statements Observed Not observed Comment 1. 2. 3. 4. 5. 6. 7 8. 9. 10. 11.

Behaviors before writing dialogue journal Students have no idea to develop the topic of the journal Students are eager to know the teacher’s comment in their journal Students look enthusiastic when the journal is returned Students want to know further about the teacher’s comment in their journal Students are reluctant when they are asked to write journal Behaviors during writing dialogue journal Students are enthusiastic in writing their journal Students are active in discussing the topic to their friends Students are active in asking their friends the vocabulary for their writing Students are active in asking the teacher the vocabulary for their writing Students consult the dictionary to help them in writing journal Students are lazily in writing journal

72


73

KUESIONER

Nama : Kelas :

Kuesioner ini disusun untuk mengetahui persepsi siswa SMA N 1 Depok terhadap

implementasi dialogue journal sebagai media komunikasi dalam proses pembelajaran.

Informasi yang didapat akan digunakan sebagai data dalam skripsi yang dikerjakan oleh Lucia

Sekar Widianingsih (051214017), salah satu mahasiswa PBI, untuk memperoleh gelar Sarjana

Pendidikan. Informasi yang anda berikan akan sangat berguna dalam penelitian ini. Oleh

karena itu, kejujuran dan kerelaan anda sangat diharapkan dalam mengisi kuesioner ini.

Berikut merupakan penjelasan bagaimana menjawab kuesioner:

1. Model pertanyaan yang diajukan adalah pertanyaan tertutup pada bagian pertama dan

pertanyaan terbuka pada bagian kedua.

2. Jawablah pertanyaan sesuai dengan pengetahuan anda.

3. Berilah tanda (√) pada kolom di bawah ini berdasarkan pilihan anda. Sangat

Tidak

Setuju

Tidak

Setuju

Setuju Sangat

Setuju

No.

Pertanyaan

(1) (2) (3) (4)

1. Saya memahami apa itu dialogue

journal

2. Saya senang adanya implementasi

dialogue journal dalam proses

pembelajaran

3. Saya mengalami kesulitan dalam

menuliskan sesuatu di dialogue journal

4. Saya menulis permasalahan akademis

atau kesulitan belajar saya dalam

dialogue journal

5. Saya menulis permasalahan pribadi

saya diluar masalah akademis dalam

dialogue journal

6. Saya menulis refleksi pribadi saya

dalam belajar di dialogue journal


74

7. Saya menuliskan saran atau komentar

saya kepada guru tentang proses

pembelajaran di dialogue journal

8. Saya selalu mendapatkan balasan dari

guru tentang tulisan saya di dialogue

journal

9. Dialogue journal menciptakan

komunikasi yang baik antara murid dan

guru

10. Dialogue journal menjadi media

pengantara untuk menyampaikan

refleksi saya dalam pembelajaran

11. Dialogue journal membantu saya untuk

mengutarakan permasalahan atau

kesulitan belajar saya

12. Dialogue journal merupakan media

yang tepat untuk membantu kesulitan

belajar saya

13. Dialogue journal menjadi media

komunikasi untuk memberikan saran

kepada guru

14. Dialogue journal melatih saya untuk

menulis sesuatu dalam bahasa Inggris

15. Dialogue journal melatih saya untuk

memperkaya kosakata dalam bahasa

Inggris

16. Tulisan balasan dari guru dalam

dialogue journal memotivasi saya

dalam belajar

17. Tulisan balasan dari guru dalam

dialogue journal membantu saya

menemukan solusi atas permasalahan

belajar saya dalam belajar bahasa

Inggris


75

Jawablah pertanyaan-pertanyaan berikut sesuai dengan pengetahuanmu :

1. Apakah pendapatmu tentang implementasi dialogue journal dalam pembelajaran di

kelasmu?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. Hal-hal positif apa yang kamu rasakan dengan adanya dialogue journal yang


_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. Hal-hal negatif apa yang kamu rasakan dengan adanya dialogue journal yang


_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

4. Kemampuan Bahasa Inggris apa yang kamu rasakan meningkat dengan adanya media

dialogue journal?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. Menurut pendapatmu, bagaimanakah bentuk fisik/ penampilan dari media dialogue

journal? Apakah telah cukup menarik atau kurang menarik? Berikan saranmu!

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

6. Menurut pendapatmu, bagaimanakah proses pelaksanaan dialogue journal yang selama

ini kamu alami? Berikan saranmu!

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


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7. Menurut pendapatmu, bagaimanakah isi dari dialogue journal yang telah kamu

tuliskan? Berikan saranmu!

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

8. Aspek atau hal-hal apa saja yang ingin kamu sampaikan atau tambahkan dalam media

dialogue journal?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

-- Terima kasih atas waktu dan kesediaannya --


77

The Interview Guide

1. Apakah pendapatmu tentang implementasi/penerapan dialogue journal dalam pelajaran

bahasa Inggris kelasmu?

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journal?

Jelaskan!

3. Menurut kamu, apakah dialogue journal dapat menjadi suatu media untuk mengakrabkan

guru dan murid? Jelaskan!

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue

journal? Sebutkan!

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan!

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar?

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media

dialogue journal?

8. Saran dan usulan apakah yang ingin kamu sampaikan berkaitan dengan proses, isi, dan

penampilan media dialogue journal di dalam kelas?


78

APPENDIX F

SAMPLE OF COMPLETED RESEARCH INSTRUMENTS


79


Class : XB Date : April 4th, 2009 Number of present students : 34



√ √ √ √ √ √ √ √

√ √ √

Some students ask about the teacher’s comment The class looks busy writing the journal


80


Class : XF Date : April 14th, 2009 Number of present students : 34



√ √ √ √ √ √

√ √ √ √ √

Many students look enjoy writing the journal


89

APPENDIX G

FREQUENCY AND PERCENTAGE OF STUDENTS’ RESPONSES

TO THE CLOSED-ENDED QUESTIONS


90

The Frequency of Students’ Responses to Close-ended Questions

SD D A SA Statement

No.

Part A “Process"

Frequency

1. Saya memahami apa itu dialogue journals. (I understood what dialogue journals were.)

0 0 55 12

2. Saya senang adanya implementasi dialogue journals dalam proses pembelajaran. (I liked the implementation of dialogue journals in the learning process.)

0 1 41 25

3. Saya mengalami kesulitan dalam menuliskan sesuatu di dialogue journals. (I faced difficulty in writing dialogue journals.)

1 49 15 2

4. Saya menulis permasalahan akademis atau kesulitan belajar saya dalam dialogue journals. (I wrote my academic problem or my difficulty in learning through dialogue journals.)

0 4 51 12

5. Saya menulis permasalahan pribadi saya diluar masalah akademis dalam dialogue journals. (I wrote my personal problem in the dialogue journals.)

0 28 35 4

6. Saya menulis refleksi pribadi saya dalam belajar di dialogue journals. (I wrote my personal reflection about my study in dialogue journals.)

0 8 50 9

7. Saya menuliskan saran atau komentar saya kepada guru tentang proses pembelajaran di dialogue journals. (I wrote suggestion or comment to the teacher about the learning process through dialogue journals.)

0 6 47 14

8. Saya selalu mendapatkan balasan dari guru tentang tulisan saya di dialogue journals. (I always obtained the reply of my writing from the teacher in dialogue journals.)

0 1 35 31


91

SD D A SA Statement No.

Part B “Implication” Frequency

9. Dialogue journals menciptakan komunikasi yang baik antara murid dan guru. (Dialogue journals create good communication between students and teacher.)

0 0 34 33

10. Dialogue journals menjadi media pengantara untuk menyampaikan refleksi saya dalam pembelajaran. (Dialogue journals become media to deliver my reflection on the learning.)

0 2 47 18

11. Dialogue journals membantu saya untuk mengutarakan permasalahan atau kesulitan belajar saya. (Dialogue journals help me to convey my problem or difficulty on learning.)

0 2 46 19

12. Dialogue journals merupakan media yang tepat untuk membantu kesulitan belajar saya.(Dialogue journals is appropriate media to help my difficulty on learning.)

0

2 48 17

13. Dialogue journals menjadi media komunikasi untuk memberikan saran kepada guru. (Dialogue journals become communication media to convey suggestion to the teacher.)

0 1 49 17

14. Dialogue journals melatih saya untuk menulis sesuatu dalam bahasa Inggris. (Dialogue journals practice me in writing English.)

0 1 43 23

15. Dialogue journals melatih saya untuk memperkaya kosakata dalam bahasa Inggris. (Dialogue journals enrich me the English vocabulary.)

0 1 45 21

16. Tulisan balasan dari guru dalam dialogue journals memotivasi saya dalam belajar. (Teacher’s replyt in dialogue journals motivate me in learning.)

0 2 45 20

17. Tulisan balasan dari guru dalam dialogue journals membantu saya menemukan solusi atas permasalahan belajar saya dalam belajar bahasa Inggris. (Teacher’s reply in dialogue journals help me to solve my problem in learning English.)

0 3 51 13


92

The Percentage of Students’ Responses to the Close-ended Questions

SD D A SA Statement

No.

Part A “Process”

Percentage (%)

1. Saya memahami apa itu dialogue journals. (I understood what dialogue journals were.)

0 0 82,09 17,91

2. Saya senang adanya implementasi dialogue journals dalam proses pembelajaran. (I liked the implementation of dialogue journals in the learning process.)

0 1,49 61,19 37,31

3. Saya mengalami kesulitan dalam menuliskan sesuatu di dialogue journals. (I faced difficulty in writing dialogue journals.)

1,49 73,13 22.39 2.98

4. Saya menulis permasalahan akademis atau kesulitan belajar saya dalam dialogue journals. (I wrote my academic problem or my difficulty in learning through dialogue journals.)

0 5,97 76,12 17,91

5. Saya menulis permasalahan pribadi saya diluar masalah akademis dalam dialogue journals. (I wrote my personal problem in the dialogue journals.)

0 41,79 52,24 5,98

6. Saya menulis refleksi pribadi saya dalam belajar di dialogue journals. (I wrote my personal reflection about my study in dialogue journals.)

0 11,94 74,63 13,43

7. Saya menuliskan saran atau komentar saya kepada guru tentang proses pembelajaran di dialogue journals. (I wrote suggestion or comment to the teacher about the learning process through dialogue journals.)

0 8,98 70,15 20,89

8. Saya selalu mendapatkan balasan dari guru tentang tulisan saya di dialogue journals. (I always obtained the reply of my writing from the teacher in dialogue journals.)

0 1,49 52,24 46,27


93

Statement SD D A SA No

Part B “Implication” Percentage (%)

9. Dialogue journals menciptakan komunikasi yang baik antara murid dan guru. (Dialogue journals create good communication between students and teacher.)

0 0 50,75 49,25

10. Dialogue journals menjadi media pengantara untuk menyampaikan refleksi saya dalam pembelajaran. (Dialogue journals become media to deliver my reflection on the learning.)

0 2,98 70,15 26,87

11. Dialogue journals membantu saya untuk mengutarakan permasalahan atau kesulitan belajar saya. (Dialogue journals help me to convey my problem or difficulty on learning.)

0 2,98 68,66 28,36

12. Dialogue journals merupakan media yang tepat untuk membantu kesulitan belajar saya.(Dialogue journals is appropriate media to help my difficulty on learning.)

0 2,98 71,64 25,37

13. Dialogue journals menjadi media komunikasi untuk memberikan saran kepada guru. (Dialogue journals become communication media to convey suggestion to the teacher.)

0 1,49 73,13 25,37

14. Dialogue journals melatih saya untuk menulis sesuatu dalam bahasa Inggris. (Dialogue journals practice me in writing English.)

0 1,49 64,18 34,33

15. Dialogue journals melatih saya untuk memperkaya kosakata dalam bahasa Inggris. (Dialogue journals enrich me the English vocabulary.)

0 1,49 67,16 31,34

16. Tulisan balasan dari guru dalam dialogue journals memotivasi saya dalam belajar. (Teacher’s replyt in dialogue journals motivate me in learning.)

0 2,98 67,16 29,85


94

17. Tulisan balasan dari guru dalam dialogue journals membantu saya menemukan solusi atas permasalahan belajar saya dalam belajar bahasa Inggris. (Teacher’s reply in dialogue journals help me to solve my problem in learning English.)

0 4,48 76,12 19,4

Note:

SD = Strongly Disagree

D = Disagree

A = Agree

SA = Strongly Agree


95

APPENDIX H

STUDENTS’ ANSWERS TO OPEN-ENDED QUESTIONS


96

Students’ Answers to Open-ended Questions

Students’ Perceptions the Implication of Dialogue Journals in Their Class

Question 1 Answers Frequency of Students

Dialogue journals support a good communication and facilitate students to share their opinions to the teacher

28

Dialogue journals help students to solve their problems both in academic and non-academic

25

Dialogue journals make students have better relationship with the teacher

9

What is your opinion on the implementation of dialogue journals in your class?

Dialogue journals motivate students in learning 5

Students’ Perceptions on Positive Implication of Dialogue Journals

Question 2 Answers

Frequency of Students

Dialogue journals create a good communication and closer relationship between students and the teacher

25

Dialogue journals help students to solve the problem academically and non academically and give motivation to learn better

29

What are positive things that you feel by the implementation of dialogue journals in your class?

Dialogue journals make students better in writing and reading in English

13

Students’ Perceptions on Negative Implication of Dialogue Journals

Question 3 Answers Frequency of

Students It reduces the effective learning time 10 What are negative things that you

feel by the implementation of dialogue journals in your class?

There is no negative things from dialogue journal

57

Students’ Perceptions on the Implication of Dialogue Journal Related to English Skills


Vocabulary 38 Writing 16 The use of words 14 The use of grammar 3 Ability in translating 2

Are there English skills that you feel improved because of dialogue journals?

Reading 1


97

Students’ Perceptions on the Physical Appearance of Dialogue Journals


Very interesting 2 Interesting 52

What are your opinions about the physical feature of dialogue journals? Not interesting 13

Students’ Perceptions on the Implication Process of Dialogue Journals


It is already good 25 It is interesting 25 The time should be longer 6 It is done everyday 4 The time is on the beginning of the lesson or outside the lesson

5

What are your opinions about the implication process of dialogue journals?

It is not intensive yet 2

Students’ Perceptions on the Content of Dialogue Journals


Very good 8 Good 55 Not good 2

What are your opinions about the content of dialogue journals?

Not maximal 2

Students’ Suggestions on the Contents of Dialogue Journals


It is already good (enough) 27 The questions are more varied 8 Tell about dreams and hobby 6 More space to draw the feeling 4 Experience deals with English 2

What aspects that you want to add as the content of dialogue journals?

Add inspire words or proverb to motivate the students

2


98

APPENDIX I

STUDENTS’ INTERVIEW TRANSCRIPT


99

Respondent 1 (R1):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu? Emm… senang ya.. karena kita bisa berkomunikasi dengan guru kita. Selama ini apakah komunikasi dengan guru itu sudah baik? ee.. sudah lumayan baik tapi belum terlalu baik juga. Lalu apa dengan dialogue journals itu bisa membantu? Iya. Kita jadi ga malu gitu lho karena bertatap muka karena kita nulis.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan! Hmm... tidak, karena kita bebas untuk nulis apa aja di situ.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan! Iya, karena disitu guru bisa memberikan pendapatnya ke murid terus.. murid juga bisa bilang apa ya.. Hmm.. menuliskan pendapatnya tentang guru itu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan! Iya. Misalnya aja itu jadi motivasi buat kita seperti itu, terus…. ee.. kita bisa tahu ee.. ini memperbaiki kalo kita ga bisa belajar lalu kita bisa memperbaiki pelajaran itu.


Hmm.. sedikit menjawab tapi itu belum ee.. belum maksimal soalnya itu cuma dikit aja, cuma memberikan solusi tentang belajar.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar? Iya. Tulisan-tulisan dari guru selain ngasih saran ke siswa juga sering ngasih kata-kata yang ngasih semangat ke siswa. Ya.. jadi ya siswa merasa termotivasi dengan tulisan guru di dialogue journals itu.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals? Vocabulary tentunya.. hmm.. abis itu.. writing, terus..itu aja.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas? Hmmm… prosesnya.. kalo prosesnya itu ga cuma pelajaran bahasa Inggris doang tapi juga pelajaran-pelajaran lainnya terus tentang isinya, pertanyaan-pertanyaannya lebih banyak terus…penampilannya lebih menarik.

Respondent 2 (R2):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu? Ya menyenangkan.. karena kita bisa asyik gitu deh pas pelajaran bahasa Inggris, pas akhir-akhir tapi ya kadang-kadang gimana ya males karena nulis.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan! Ho o.. nulisnya kadang-kadang bingung tulisannya yang bener gimana,nyusun kalimatnya gimana, vocabnya kurang juga kadang-kadang.. Dapat diatasi ga? Ya bisalah, Tanya temen, Tanya guru..dan buka kamus ya kayak gitu..


100

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan

guru dan murid? Jelaskan! Bisalah. Ya kan ntar, jadi tu murid tanya guru njawab kalo dikelas itu masih suka malu-malu karena ga bisa ngomong pake basa Inggris to tapi lo di dialogue journals kan pribadi kan jadi lo salah-salah kan ga keliatan temennya jadi ga malu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan! Ya bisalah. Kita jadi tahu gimana caranya nyusun kalimat yang baik terus kita bisa nambah-nambah vocab gitu soalnya kan kadang-kadang kan sambil nulis kan juga diomongkin kan jadi kita tu jadi agak-agak lancar ngomong bahasa Inggris. Lalu sama guru itu kesannya jadi tambah akrab gitu lho soalnya di kelas itu kadang-kadang Cuma ga dong itu diem kalo dialogue journals kan dipaksa buat nulis kan jadinya bisa lebih akrab.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Ya iyalah, mestinya. Kalo ga dijawab lalu buat apa kita nulis dialogue journals kan fungsinya emang murid tanya guru njawab ngasih solusi, masak guru ga bisa ngasih solusi, kan mesti bisa to.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar? Ya, kadang-kadang ho o karna kita tu disemangatai biar bahasa Inggrisnya lebih gitu lho jadi ya cuma ga gitu lho dan sambil curhat juga.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals? Ya nambah-nambah vocab itu tadi sama nambah bikin kalimat yang baik dan benar walaupun kadang-kadang masih salah-salah tapi kan ya taulah prinsipnya gitu.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas? Ya, kalo mbagiin dialogue journals tu itu aja pas awal pelajaran lalu pas akhir pelajaran dikumpulin jadi kan waktunya lebih banyak terus kan pas sela-sela pelajaran kita bisa sambil nulis jadi tu ga nulis terus jadi kan pegel jadi males. Terus penampilannya apa namanya dialogue journals itu dibikin dalam bentuk buku aja, ya kan buku itu enak to kalo kertas itu kan bisa ilang atau sobek. Lalu prosesnya tu kalo bisa ya tiap hari biar seru soalnya kalo minggu sekali itu haa selak pengin nulise, selak lupa dulu gitu lho. Lo masalah isi udah cukup baik kok, udah cukup menarik.

Respondent 3 (R3):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu? Sangat menarik.. saya sangat setuju. Karena kita bisa menyampaikan apa ya pendapat, pikiran, uneg-uneg,semuanya bisa diberikan sama guru dan guru bisa membantu membalasnya.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan! Menuliskan dalam bahasa Inggris.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan! Iya sekali.. karena seperti ayah dengan anak bisa bercerita, seperti orangtua dengan anaknya bisa bercerita atau keluh terus uneg-uneg yang ingin disampaikan.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan! Ada. Mesti ada perkembangan, hal-hal positif yang saya dapatkan. Hmm.. apa ya.. dukungan moral.. motivasi, belajar bahasa Inggris juga.


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5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Membantu walau ga banyak tapi bisa sangat membantu.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar? Iya. Tulisan dari guru kayak ngasih semangat buat aku untuk bisa lebih ningkatin dalam belajar bahasa inggris.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals? Menulis, berbicara, terus mentranslate dalam bahasa Inggris juga.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas? Mmm.. sarannya tu prosesnya udah baik balesan dari guru tu selalu membalas, motivasi pasti ada, memberi semangat. Udah bagus menurutku.

Respondent 4 (R4):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu? Bagus sih untuk tanya dan ngasih saran ma guru.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan! Palingan kalo ga tau bahasa Inggrisnya apa itu kesulitan.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan! Oo bisa. Bagi yang ga bisa ngomong langsung kan bisa nulis jadi kan ngrasa lebih nyaman.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan! Ada sih, bisa tuker pikiran dan nyari-nyari saran dari guru, curhat sekalian kalo mau.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Iya banget. Misalnya aku tu.. kalo aku nilainya agak kurang, aku kan bisa tanya kok aku ngerasa bisa tapi kok tetep aja nilainya kurang, mungkin nanti bisa dicek lagi apa ada yang salah atau kelewatan gitu.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar? Iya. Tulisan kayak belajarnya lebih ditingkatin atau apa tu eh.. apa to namanya.. lebih hati-hati dalam belajar mungkin bisa dapat nilai kayak dulu lagi bagus-bagus.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals? Nulis sama kosakatanya bertambah.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas? Kayaknya sih kalo dialogue journals tu mendingan diterapin terus aja. Prosesnya dilakuin tiap pelajaran. Mm.. kalo isinya udah baik kok.


102

Respondent 5 (R5):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu? Menurut saya, saya sangat setuju karena dalam dialogue tersebut, kita bisa menuliskan uneg-uneg kita dalam bahasa Inggris dan sekaligus kita dapat belajar bahasa Inggris melalui media jurnal tersebut.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan! Kesulitannya kita mau mentranslatekan dari bahasa Indonesia ke bahasa Inggrisnya cukup sulit sih. Ya, kita menggunakannya dengan kamus atau tanya-tanya.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan! Sangat sekali. Sangat Mengakrabkan karena guru dengan murid bisa saling berkomunikasi lewat dialogue journals tersebut karena kita bisa menuliskan kesulitan kita dalam bidang bahasa Inggris tersebut kemudian si guru bisa membalasnya dengan balasan dialogue journals tersebut. Jadi kita bisa saling berkomunikasi lewat dialogue journals tersebut. Apakah komunikasi murid dan guru itu penting di kelas? Sangat penting sekali karena kalo kita tidak berkomunikasi dengan guru dan guru tidak saling berkomunikasi dengan kita, maka kita akan menemui kesulitan dalam pembelajaran tersebut. Kita nanti kaaren takut bertanya menemui kesulitan saat ulangan jadi nanti kan kita malah lebih tanya ke temen, kalo ga temen juga ga tau dia njawabnya asal, kita jadi ikut salah.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan! Ada.. Saya lebih ya membantu saya lebih pintar dalam berbahasa Inggris walaupun peningkatannya sangat sedikit tapi ya alhamdulilah dapat menambah. Lalu kita semakin akarab sama guru karna uneg-uneg saya dibales dengan guru jadi guru mengasih nasehat ke kita untuk apa.. tentang uneg-uneg kita tersebut jadi kesulitan kita bisa dinasehati oleh guru jadi kita lebih mudah mengatasi permasalahan tersebut.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Ya,sedikit sih.. kadang-kadang tu guru ngasih balesannya ga nyentuh gitu lho.. ga nyentuh diri kita untuk.. jadi kita ya paya ya.. eee… masalah kita tu belum terbantu dengan guru tapi guru tu hanya memberi sedikit bantuan tapi belum bisa membantu semunya, kesulitannya kita..

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar? Sedikit memberi motivasi sih, tapi ya alhamdulilah dari pihak guru juga memberi motivasi walaupun cuma sedikit tapi dengan sedikit itu bisa melancarkan bahasa Inggris kita, latihan menulis, latihan membaca, dan lain-lainlah tentang bahasa Inggris

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals? Semua. Menulis, membaca, berbicara, Semua alhamdulilah meningkat walaupun hanya swdikit tapi saya merasakan meningkat tersebut dengan jika ulangan ya nilainya lumayanlah bisa tuntas.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas? Lebih colorful.. lebih ada animasi…mungkin ada gambar-gambar anime, terus..ee.. apa ya… waktunya diberi waktu yang lumayan panjanglah buat dialogue itu karna kan buat nulisnya kita bingung buat mengartikan Indonesia ke Inggrisnya kan juga butuh waktu jika waktunya sedikit kita kan pasti mikirnya juga lama kan jadi ya intinya dikasih waktu lebih panjang.


103

Respondent 6 (R6):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu? Ya lebih menunjang untuk siswa ke depannya, misalnya buat apa ya.. jika misalnya mengalami kesulitan kan bisa tanya dari apa.. bisa tanya ke guru dan itupun langsung tanggapan dari guru, permasalahan siswa kan berbeda-beda, setiap siswapun bisa mendapatkan saran yang berbeda-beda juga sesuai kesulitannya.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan! Dialogue journalsnya itu kan dalam bentuk bahasa Inggris kan, jadi ya sedikit menemui kesulitan, kosakatanya, penyusunan kalimatnya juga. Orang Indonesia kan juga perlu belajar bahasa Inggris karena tapi kan belum lancar.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan! Ya bisa menjadi keakraban dalam hal pelajaran ataupun hal pribadi, jadi kan bisa. Guru kan orang yang lebih tua sedangkan kita orang yang masih butuh banyak pengalaman dari orang yang lebih tua kan bisa tanya-tanya lewat dialogue journals itu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan! Ya ada perkemabangan tentang misalnya saya mengalami kesulitan vocab ya bisa diperbaiki lewat itu.


Ya sedikit membantu walaupun tidak terlalu maksimal tapi sedikit membantu

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar? Ya memberikan soalnya saran-saran dari orang lain itu kan sarapn-saran dan masukan dari orang lain bisa jadi buat ningkatin ngembangin bakat kita.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals? Tentang vocab atau kosakata.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas? ee.. kalo misalnya dialogue journals kan Cuma setelah melakukan materi pembelajaran tersebut jadi kalo bisa di waktunya lebih sering gitu lho.. jadi ya ga Cuma pas selesei pelajaran itu tok soalnya kan kita setiap waktu mengalami kesulitan jadi ga Cuma pelajaran itu. Penampilan dan isi sudah cukup baik kok.

Respondent 7 (R7):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu? Ya seneng.. seneng.. anu apa.. dialogue journals itu bisa bikin kita lebih komunikatif terus bisa aktif gitu terus bahasa Inggrisnya jadi lebih agak lancar gitu.. nulisnya pake bahasa Inggris. Lebih aktif dalam ha lapa? Dalam hal komunikas. Jadi kan misalnya di kelas bisanya diem terus kan di dialogue journals bisa nulis, bisa ngobrol-ngobrol gitu.


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2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan! Iya sih, sedikit. Dalam hal apa? Biasanya tu ngrangkai katanya tu grammarnya tu juga kurang terus misale misale past tense past tense tu apa gitu. Apakah bisa diatasi? Ya bisa dengan Tanya sama gurunya.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan! Bisa. Lha soalnya kan misalnya muridnya pemalu misale kayak di kelas biasanya diem aja lha tapi kan di dialogue journals kan nulis dan nulisnya tu bisa nulis apa aja. Apa aja itu? Ya, kayak curhat terus apa kesulitannya dalam belajar apa dia ga bisanya apa gitu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan! Iya sih soalnya di dialogue journals kita kan nulis kekurangannya tu apa lalu guru ngasih komentar jadi tu kamu gini-gini-gini. Ya gimana ya eee.. ya dialogue journals tu kita jadi bisa ada masukan positif kayak sugesti gitu.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Iya, karena saya bisa tanya tentang materi yang belum jelas dan gurupun bisa menjelaskan melalui dialogue journalss itu.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar? Iya. Misalnya hari ini kamu males belajar lalu besok ya jangan males belajara ya biar pelajarannya masuk Motivasi tu penting ga to dari gutu? Penting karena biar muridnya ga minder dan merasa diperhatikan sama gurunya.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals? Ya nambah.. nambah vocabnya kita terus bisa nambaha ngrangai kata juga.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas? Penampilannya aja, itu covernya kurang cerah dikit terus kalo bisa biru aja terus habis itu kertasnya lebih warna-warni lagi soalnya kertasnya itu kayaknya apa mbak.. terlalu satu warna jadi klop piye yo.. kurang meriah. Kalo prosesnya waktunya kurang banyak tu waktunya jadi waktunya buat nulis tu kurang banyak jadi kadang kan belum selesei nulis dah suruh ngumpulin.

Respondent 8 (R8):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu? Sangat bagus sekali, karena itu dapat membantu komunikasi antara pengajar dengan yang diajar .

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan! Ya karena saya kemampuan vocabulary kurang mungkin teman-teman lain bisa tapi saya ga bisa Apakah bisa diatasi? Dapat.. dengan dialogue journals ini lama kelamaan saya bisa mengataasinya.


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3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan! Bisa sekali karena dialogue journals itu bisa menunjang komunikasi antara guru dengan muridnya seperti itu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan! Ada, karena saya dapat mengapresiasikan apa namanya saat belajar kepada guru itu.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Memberi sekali karena dia mengerti apa yang saya tuliskan itu.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar? Sangat memberi motivasi karena dengan apa jawaban itu saya bisa berubah kedepannya seperti apa. Berubah seperti apa itu? Maksudnya kalo sebelum menulis pada dialogue journals itu saya kurang paham apa terus setelah diberi jawaban apa saya bisa berubah seperti itu.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals? Mungkin dalam menyusun kalimat ada peningkatan tapi apa.. dialogue journals itu kan baru beberapa hari coba kalo bertahun-tahun pasti peningkatannya pesat.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas? Ya sarannya ya terus ditingkatkan aja apa maksudnya bentuk fisik dari dialogue journals ini. Ya mungkin yang buat dialogue journals itu para siswa sendiri jadi tidak merepotkan guru seperti itu.. ya isinya cukup memberi apa namanya media untuk berkomunikasi siswa dengan gurunya.


i STUDENTS' PERCEPTIONS ON THE USE OF DIALOGUE ...

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