Data Presentation Based on the Observation of Students’ Behaviors

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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, on Part 2, the researcher observed students’ behaviours during writing dialogue journals. The first observation was done on March 21 st , 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 28 th , 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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 11 st , 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The fourth observation of class XB was conducted on April 25 th , 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 7 th , 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 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 14 th , 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 28 th , 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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. 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