purposeful ways and provides a natural, comfortable bridge to other kinds of writing. Peyton, 1993 as cited in
http:www.cal.orgresourcesDigestpeyton01.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
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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
