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
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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
