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 25
th
, 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’
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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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
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.
67,16 29,85
2,98 Agree
S trongly Agree
D is agree
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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. The Result of Open-ended Questions
