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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
This research is aimed to improve the students‟ writing fluency of the class X-C students of SMA N 5 Magelang through the use of the dialogue journal
technique. The research belonged to action research which did collaboration with the English teacher. The data were obtained through three data collection
techniques: interviews, observations, and writing tests including pre-test and post-test. The research was carried out in two cycles which each cycle
consisted of two classroom meetings and summarized as follows. The research had gained both qualitative and quantitative data related to
the use of the dialogue journal to improve the students‟ writing fluency on recount texts. The qualitative data were gathered from observations and
interviews which were held with the English teacher and the students as well. Overall, the English teacher and the students had the same thought that the
dialogue journal technique turned out to be successful in improving the students‟ writing fluency. From the quantitative data results, it can be
concluded that the students‟ score was improved, from 59.22 to 72.19 in average.
According to the results of the research findings, the use of the dialogue journal was able to improve the students‟ writing fluency. Moreover, their
motivation and interest to write also rose because the dialogue journal activity gave them comfortable atmosphere and more spaces to write. They could freely
126 state their ideas without worrying of any mistakes that might be made by them.
Therefore, they felt relaxed and their minds could work better when producing the ideas to be put into written texts.
The dialogue journal is originally a written conversation between two students or between the students and the teacher which kept in a journal book
over a period of time on a particular topic. The time to do the dialogue journal activity can be daily, weekly, or monthly. The topics of writing can be from the
studen ts‟ own interest or determined by the teacher with minding the students‟
needs and level of proficiency. The conversation is done in written form. In the real practice on the use of the dialogue journal, each of the students
of X-C class of SMA N 5 Magelang was provided with a dialogue journal book. The researcher decided to do the dialogue journal activity among
classmates, so two students wrote and responded to each other‟s story at the
same time. The time was used maximally because every student used the time to write, none of them waited or saw their partner wrote their stories.
Moreover, they were not afraid or shy because their writings were read and responded by their friends. The responses were in the form of comments,
critiques, adding ideas, opinions or even grammar. The teacher also gave feedback to the students‟ writing by giving support and motivating them to
write. The students of the X-C class wrote their personal experiences. The topics
were given by the researcher and some were based on their own interests. The result was that they could not write smoothly when they needed to decide the
127 topics on their own. On the contrary, they were able to produce good recount
texts when they were given specific topic with vocabulary help. There are some facts showing the benefits in using the dialogue journal
technique to improve the students‟ writing fluency of X-C class of SMA N 5 Magelang. First, the students wrote and responded to the story with their
friends which made them feel relaxed. The relationship among the students also got closer. In addition, the researcher also gave feedback in their writings
by motivating them to write more. Based on the interview with the students, they liked it when their writing was given correction. Therefore, they were
given correction on verbs and misspelled words in their stories. Second, the dialogue journal gave the students opportunities to build their
writing habits in English. It can be seen from their improvement in aspects of writing including content, organization, vocabulary, grammar, mechanics and
fluency. They were able to create very good writing in the end compared to before they were given the implementation of the dialogue journal. They could
tell their experience in details by applying all that they had learnt with the researcher.
Third, the students felt happy and more enthusiastic towards the teaching and learning process after their writing were given feedback. They were not
afraid to ask questions and said their difficulties. This made the class atmosphere to be very enjoyable and fun. The students then did not feel
anxious everytime attending the English class, which also gave benefits for them to think clearly and then they were able to produce good writing.
128 Furthermore, the students‟ attitude and participation were changed. They
did what they were asked to do in the classroom and actively participated to read the texts, answer questions directly and write their answers on the
whiteboard. Seeing their spirit in telling personal experience, the students seemed to feel excited during the actions implemented by the researcher.
The last, the use of the dialogue journal was able to bring the students into beneficial improvements not only in fluency but also other important aspects of
writing which are accuracy, like grammar, vocabulary, mechanics, and organization. The results of the students‟ scores on pre-test were very low, but
after given treatment on using the dialogue journal, their post-test scores were much improved.
The scores were obtained from the accumulation of the students‟ scores in five aspects of writing, including content, organization, vocabulary, language
use grammar, and mecha nics. The mean of the students‟ pre-test scores was
just 59.22, while in the post-test, they were able to gain 72.19 in average. Moreover, the fluency aspect was counted by the number of words that the
students were able to produce. The number of words produced by the students in the pre-test day was 43 in average, while the post-test result shows each of
their texts consist of 94 words. The improvement for each aspect of content, organization, vocabulary, language use and mechanics in a row are 4.53, 3.32,
1.94, 3.07 and 0.09 points.
129 From the facts presented above, it can be concluded that the research on
improving the students‟ writing fluency of class X-C of SMA N 5 Magelang using the dialogue journal technique was a success.
B. Implications
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