Students` perceptions on the use of dialogue journals as communication media for the tenth grade students of SMAN 1 Depok.

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ABSTRACT

Widianingsih, Lucia Sekar. 2010. Students’ Perceptions on the Use of Dialogue Journals as Communication Media for the Tenth Grade Students of SMAN 1 Depok. Yogyakarta: Sanata Dharma University.

Communication between teacher and students is important in teaching-learning activities. However, to build communication is not an easy matter. Nowadays, education field recognizes an alternative way to build communication in the classroom which is named dialogue journals. They are journals which cover dialogues and responses between the teacher and the students. Recently, these media have been applied in second language classroom.

Since the researcher was interested in these media, she carried out the research about the students’ perceptions on the use of dialogue journals in learning English. When the researcher was conducting teaching practice in SMAN 1 Depok, she applied these media in her classes. This research investigated the students’ perceptions on the use of dialogue journals as communication media in SMAN 1 Depok. There were two research problems to be solved: (1) What are the perceptions of the tenth grade students of SMAN 1 Depok on the use of dialogue journals as communication media? (2) What are the students’ suggestions to improve the implementation of dialogue journals?

The research participants were tenth grade students of SMAN 1 Depok in the academic year of 2008/2009. The researcher employed a survey research. She conducted the research by observing the students’ behaviors, distributing a questionnaire to two classes: class XB and class XF, and interviewing eight students.

The result of the research showed that the majority of the students perceived the use of dialogue journals positively. The students enjoyed the activities in writing dialogue journals. They admitted that they obtained many advantages by the implementation of dialogue journals such us they could convey their problems or opinions easily, they found solution to overcome their difficulty in learning, they improved their skills in English, and they became close to the teacher. The students suggested that dialogue journals should be implemented in all subjects and the time in writing dialogue journals is longer. They also recommended making the appearance of dialogue journals more interesting.

Based on the findings, the researcher suggested that it is better for English teachers to apply dialogue journals as communication media in their class. Yet, the use of dialogue journals should still be improved. The teacher should vary the guiding questions to attract students to write. Finally, the researcher suggested that further research be conducted on other aspects of dialogue journals. This thesis then can serve as the basis for it.

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ABSTRAK

Widianingsih, Lucia Sekar. 2010. Students’ Perceptions on the Use of Dialogue Journals as Communication Media for the Tenth Grade Students of SMAN 1 Depok. Yogyakarta: Universitas Sanata Dharma.

Komunikasi antara guru dan murid dalam aktifitas belajar dan mengajar adalah hal yang penting. Namun, membangun suatu komunikasi bukanlah hal yang mudah. Dunia pendidikan sekarang ini mengenal suatu media alternatif untuk membangun komunikasi antara siswa dan guru yang disebut dialogue journals. Media ini merupakan jurnal yang mencakup percakapan dan jawaban melalui tulisan antara guru dan murid-muridnya. Sekarang ini media dialogue journals telah banyak diterapkan di kelas bahasa kedua.

Tertarik akan media ini, peneliti melakukan penelitian tentang persepsi siswa terhadap penggunaan media dialogue journals. Saat melakukan praktek mengajar di SMAN 1 Depok, peneliti menerapkan media dialogue journals ini. Penelitian ini bertujuan untuk mengetahui persepsi siswa SMAN 1 Depok tentang penggunaan dialogue journal sebagai media komunikasi. Ada dua permasalahan yang harus dipecahkan: (1) Bagaimana persepsi siswa terhadap penggunaan dialogue journals sebagai media komunikasi untuk siswa kelas 1 SMAN 1 Depok? (2) Apa saran-saran siswa untuk mengembangkan penggunaan dialogue journals?

Peserta dari penelitian ini adalah siswa-siswi SMAN 1 Depok kelas 1 tahun akademik 2008/2009. Peneliti menggunakan metode survey yaitu yaitu dengan cara mengamati tingkah laku siswa, menyebar kuesioner di dua kelas; kelas XB dan kelas XF, dan juga mewawancarai beberapa siswa.

Hasil penelitian menunjukkan bahwa mayoritas siswa mempunyai persepsi positif terhadap penggunaan media dialogue journals. Para siswa menikmati aktifitas menulis dialogue journals. Mereka mengakui bahwa banyak keuntungan yang mereka dapat dari menulis dialogue journals seperti mereka dapat menyampaikan pendapat atau saran dengan lebih mudah, mereka mendapatkan solusi atas permasalahan belajar, kemampuan bahasa Inggris mereka meningkat, dan mereka menjadi dekat dengan guru. Para siswa member saran agar dialogue journals seharusnya diterapkan di semua pelajaran dan waktu untuk menulisnya diperpanjang. Mereka juga mengusulkan untuk membut bentuk fisik dari dialogue journals menjadi lebih menarik.

Berdasarkan penemuan, peneliti mengusulkan agar para guru Bahasa Inggris menggunakan media dialogue journals di kelas mereka. Namun demikian penggunaan dialogue journals harus lebih ditingkatkan. Guru bisa membuat pertanyaan beragam untuk menarik siswa dalam menulis. Akhirnya, peneliti juga menyarankan agar diadakan penelitian lanjutan tentang aspek lain dari dialogue journals. Skripsi ini dapat berfungsi sebagai landasan bagi penelitian lebih lanjut.

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STUDENTS’ PERCEPTIONS ON THE USE OF DIALOGUE JOURNALS AS COMMUNICATION MEDIA FOR THE TENTH GRADE STUDENTS

OF SMAN 1 DEPOK

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Lucia Sekar Widianingsih Student Number: 051214017

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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God makes everything happen

at the right time.

Ecclesiates 3:11a

I dedicate this thesis to

My dear God,

my lovely mother, my brothers sisters,

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, February 23, 2010 The Writer

Lucia Sekar Widianingsih 051214017

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Lucia Sekar Widianingsih

Nomor Mahasiswa : 05 121 4017

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS’ PERCEPTIONS ON THE USE OF DIALOGUE JOURNALS AS COMMUNICATION MEDIA FOR THE TENTH GRADE STUDENTS

OF SMAN 1 DEPOK

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta,

Pada tanggal: 23 Februari 2010 Yang menyatakan

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ABSTRACT

Widianingsih, Lucia Sekar. 2010. Students’ Perceptions on the Use of Dialogue Journals as Communication Media for the Tenth Grade Students of SMAN 1 Depok. Yogyakarta: Sanata Dharma University.

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ABSTRAK

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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to Jesus Christ for everything He had given to me. He accompanied me during the process of finishing my thesis. He gave me strength and spirit to keep on trying whenever I felt weak. Without Him, I could not finish my thesis.

I would like to thank my sponsor, Made Frida Yulia, S.Pd., M.Pd., for her guidance, patience, time, support, and advice from the beginning to the end of this thesis. Her suggestions, comments, and corrections for my thesis really helped me to finish it.

I would like to thank Riswiyanto Mp., S.Pd., the headmaster of SMAN 1 Depok, Yogyakarta for the permission to conduct the research in the school. I would also like to thank Dra. Wahyu Srinuryati for helping me in obtaining the data of the research. I would also thank all of the students of class XB and class XF of SMAN 1 Depok of 2008/2009, for all of their remarkable willingness in being my respondents and giving me valuable information for the sake of this thesis.

I would like to express my gratitude to my parents especially my mother Ibu Fr. Sri Yuniarti, my brothers, my sisters for their love, prayer, support and encouragement so that I could finish my thesis.

My gratitude also goes especially to someone special, Bangkit Setiyaji for his love, loyalty, trust, prayers and support. I thank him for always guiding me and giving me strength, courage, and hope.

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Further, I would like to thank all my great friends: Linda, Helen, and Dee for having good relationship from the beginning of the study. I would also like to thank all friends in PBI 2005 especially in class A: Intan, Putri, Devi, Phia, Ririth, Siska, Ayik, Bondan, Andre, Fidel, Pepy, Sedik, Bety, Ganis, Lia,Wahyu, Listyan, Lita, Ezra, Tere, and Ike for all tremendous moments, teamwork, and friendship we shared during the study.

I would like to thank my boarding house friends: Agnes, Maria, Monik, Hari, and Mb Sisil for being my place to share and for the friendship, support, inspiration, smiles and laughter to warm my heart. I will not forget all memorable events we spent in our boarding house.

Finally, I would like to thank anyone who has helped in finishing this thesis but whose names could not be mentioned here. I believe that God always blesses them all.

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TABLE OF CONTENTS

TITLE PAGE………. APPROVAL PAGES………. DEDICATION PAGE ……….. STATEMENT OF WORK'S ORIGINALITY ………. LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ILMIAH UNTUK KEPENTINGAN AKADEMIS... ABSTRACT ……….. ABSTRAK………... ACKNOWLEDGEMENTS ………. TABLES OF CONTENTS……… LIST OF TABLES………. LIST OF FIGURES………... LIST OF APPENDICES………...

CHAPTER I INTRODUCTION………..

A. Research Background ………...

B. Problem Formulation ………

C. Problem Limitation ………...

D. Research Objectives ……….

E. Research Benefits ……….

F. Definition of Terms ………..

CHAPTER II REVIEW OF RELATED LITERATURE……….... A. Theoretical Description ………

1. Perceptions………. 2. Dialogue Journals in Educational Context………... 3. The Importance of Communication in Learning Process……….

B. Theoretical Framework ………

Page i ii iv v vi vii viii ix xi xiii xiv xv 1 1 4 4 5 5 7 8 8 8 12 15 17

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CHAPTER III METHODOLOGY………..

A. Research Method ………..

B. Research Participants ………

C. Research Instruments ………

D. Data Gathering Technique ……… E. Data Analysis Technique ………..

F. Research Procedure ………..

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION …………... A. Students’ Perceptions on the Use of Dialogue Journals as Communication

Media……….

1. Data Presentation Based on the Observation of Students’ Behaviors during the Implementation of Dialogue Journals ………... 2. Data Presentation Based on the Questionnaire……….……... a. The Result of Closed-ended Questions ………. b. The Result of Open-ended Questions ……… 3. Data Presentation Based on the Interview……….. B. Students’ Suggestions on the Implementation of Dialogue Journals...…….

1. Students’ Suggestions on the Implementation of Dialogue Journals Based on the Questionnaire……….………. 2. Students’ Suggestions on the Implementation of Dialogue Journals

Based on the Interview….……….……….

CHAPTER V CONCLUSIONS AND SUGGESTIONS ………..

A. Conclusions ………..

B. Suggestions ………..

REFERENCES ……… 19 19 20 20 23 23 24 26 26 26 32 32 41 43 46 47 49 51 51 53 55

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LIST OF TABLES

Table

Table 4.1 Students’ Perceptions on Positive Implication of Dialogue Journals Table 4.2 Students’ Perceptions on the Implication of Dialogue Journals

Related to English Skills

Page 42

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LIST OF FIGURES

Table

Figure 1 The Perceptual Process ……… Figure 2 Students’ Responses to “I Liked the Implementation of Dialogue

Journals in the Learning Process” ……….. Figure 3 Students’ Responses to “I Wrote My Academic Problem or My

Difficulty in Learning Through Dialogue Journals”………... Figure 4 Students’ Responses to “Dialogue Journals Created Good

Communication Between Students and Teacher” ……….. Figure 5 Students’ Responses to “Dialogue Journals Helped Me to Convey

My Problem or My Difficulty in Learning” ………... Figure 6 Students’ Responses to “Dialogue Journals Became Communication

Media to Convey Suggestion to the Teacher” ………... Figure 7 Students’ Responses to “Teacher’s Reply in Dialogue Journals

Motivated Me in Learning” ………

Page 10

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LIST OF APPENDICES

Appendix Page

APPENDIX A Permission Letters

1. Permission Letter from English Language Education 59

Study Program 2. Permission Letter from BAPPEDA 60

APPENDIX B Surat Keterangan Penelitian 62

APPENDIX C Sample of Dialogue Journals 64

APPENDIX D The Questionnaire Blueprint 69

APPENDIX E Research Instruments 1. Observation Checklist 72

2. The Questionnaire 73

3. The Interview guide 77

APPENDIX F Sample of Completed Research Instruments 1. Sample of Completed Observation Checklists 79

2. Sample of Completed Questionnaire 81

APPENDIX G Frequency and Percentage of Students’ Responses to the Closed-ended Questions 90

APPENDIX H Students’ Answers to Open-ended Questions 96

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CHAPTER I INTRODUCTION

This study investigates the students’ perceptions on the implementation of dialogue journals to the tenth grade students of SMAN 1 Depok. The chapter presents six sections, namely background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.

A. Research Background

During the development in education field, the conception of the role of teacher is changing. Traditional teaching views that a teacher is the only source of information in learning whereas students become passive receiver (Gerlach and Ely, 1980: 5). However, nowadays a teacher is not only a giver of information but also a facilitator of learning. A teacher is not the only one who gives contribution in the learning process, yet the students also have role in it. Therefore, in teaching-learning process, communication between teacher and learners is absolutely required.

Recently, both teacher and students expect that they have a good communication in the classroom since it becomes a core to develop the learning. A teacher should measure how far his students’ understanding is in grasping the learning material. He also has to know in what way his students face difficulties. Hence, the learners should also communicate with their teacher to share their

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difficulties or their problems. Moreover, affectivism theory views that a learner is not only a thinking being but also an emotional being. Thus, there is a need for a teacher to learn about other affective factors of students such as their interest, their experiences, and their problems in following the learning. Therefore, a good communication between teacher and students is totally needed in the classroom.

To build a good communication in the classroom is not an easy matter. Many teachers often do not open a good communication with their learners that makes learners shy and afraid to share their problems. Moreover, every learner has individual differences to other learners that influence their personality. Consequently, it creates only one way communication; from a teacher to his students. The lack of communication, therefore, becomes a big problem in the process of teaching-learning activities.

Nowadays, there are media which are part of alternative assessment named dialogue journals to respond the problem in building a good communication. They starts to be applied in the second language classroom recently. “Dialogue journal is a log of students which includes thoughts, feelings, reactions, assessments, ideas, or progress conveying to the teacher and she responses it” (Brown, 2004: 260). Dialogue journals can be viewed as communication media between students and teacher which are conducted regularly. “They imply an interaction between a reader (the teacher) and the students through dialogues or responses” (Brown, 2004: 260). Dialogue journals allow students to write reflection of their learning, comments on teaching process, to ask questions and to share their experiences. Hence, the teacher also writes the response regularly which include comments to

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motivate students and answer students’ questions. Dialogue journals use writing as a means of communication between each student and the teacher (Staton, 1987). Thus, it also habituates the students in writing.

The following is one of the examples of dialogue journal:

Question : Do you like English? Why?

A student : Yes, because English is interesting and English is international language.

Question : How is teaching learning activity today?

A Student : Teaching learning activities today is very interesting for me Teacher’s response: It’s good Faris (name of the student). I’m glad to know that you like English. I’m also happy that you enjoy my activities. Then, if you have questions or difficulties in learning English, don’t be shy to ask me. Ok. ☺

Keep your spirit Faris..!

This example of dialogue journals reflects student’s sharing in giving his response to teaching-learning activity that becomes feedback for the teacher. Moreover, through these media, a teacher is able to give his students some motivations and spirit in learning personally which really encourage them in learning.

In Senior High, English is considered as an important subject which is tested in National Exam. Yet, many senior high school students still find that English is a difficult subject. In this case, this problem is probably caused by students’ incapability to have a good communication with the English teacher.

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Due to this reason, the writer, who was conducting teaching practice, started implementing dialogue journals in her classrooms.

This study is then aimed to find out students’ perceptions on the use of dialogue journals of the tenth grade students of SMAN 1 Depok and to present suggestions which can contribute to the improvement of the implementation of dialogue journals.

B. Problem Formulation

The research problems can be formulated as follows:

1. What are the perceptions of the tenth grade students of SMAN 1 Depok on the use of dialogue journals in their class?

2. What are the students’ suggestions to improve the implementation of dialogue journals?

C. Problem Limitation

The use of dialogue journals of the tenth grade students of SMAN 1 Depok may lead the students to have various perceptions on it. This research is focused on two things, namely, the students’ perceptions on the use of dialogue journals as communication media for the tenth grade students, and finding out and presenting some suggestions for the improvement of the implementation of dialogue journals in learning English subject.

This research was conducted at SMAN 1 Depok, one of the State Senior High Schools in Yogyakarta. Researcher chose the tenth grade students of

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2008/2009 academic year of SMAN 1 Depok because the researcher has implemented dialogue journals in their classes. The researcher has chosen two classes to be researched.

D. Research Objectives

The objectives of this research are as follows:

1. To know and find out the tenth grade students’ perceptions on the use of dialogue journals of SMAN 1 Depok.

2. To obtain the students’ suggestions for the improvement of the implementation of dialogue journals.

E. Research Benefits

The findings of the research hopefully will be beneficial for English teachers of SMAN 1 Depok and English teachers in general, and other researchers who are interested in conducting research about dialogue journals.

1. English Teachers

The result of this research hopefully will be beneficial to English teachers of SMAN 1 Depok and English teachers in general. The English teachers are able to know deeper about dialogue journals media from the students’ perceptions on the implementation of dialogue journals. Thus, they can reflect the result of the research to their teaching-learning activities whether they want to apply these media in their classroom. Hence, this research will give the

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contribution to improve their teaching-learning activities especially in building a good communication to students.

2. Other researchers

This research hopefully will be beneficial for other researchers who would like to conduct similar research and interested in the implementation of dialogue journals. They can use this research as their reference.

F. Definition of Terms

Below are the terms which need to be defined in order to avoid misunderstanding. They are:

1. Perceptions

According to Kreitner and Kinicky (1992: 126), perception is a mental and cognitive process that makes people interpret and understand their surroundings. Perception is also defined as the process of selecting, organizing, and interpreting sensory data that is considered as important process in helping people define their world (Cook, Hunsaker, and Coffey, 1997: 150). In this study, perceptions refer to how the tenth grade students of SMAN 1 Depok perceive the implementation of dialogue journals in their learning English in the classroom.

2. Dialogue Journals

According to Brown (2004: 260), “dialogue journal is a log of one’s thoughts, feelings, reaction, assessments, ideas, or progress.” In this study, dialogue journals are media for students to write something which relates to guiding questions from the teacher such as a question asking about their difficulty

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in the learning. Hence, the teacher also allows students to write any kinds of topic they want to share.

3. Communication media

According to Encyclopedia of Educational Research (1969: 1191), media refers to various audio and/or visual communications technologies which are commonly used by educators. Thus, the term “communication”, according to Longman Dictionary of Contemporary English (2001: 361), is the process in which people exchange their thoughts and feelings. In this study, the term communication media is defined as media that facilitate the process of exchanging thoughts and feelings between an English teacher and the tenth grade students of SMAN 1 Depok.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is intended to review some theories related to the issue of the study and to formulate the theoretical framework. Therefore, the researcher divides this chapter into two major sub-headings namely theoretical description and theoretical framework. The theoretical description provides the theoretical issues related to perceptions, dialogue journals, and the importance of communication whereas the theoretical framework explains the thread of the theories to formulate the orientation of the study.

A.Theoretical Description

There are three main areas discussed in the study namely, perceptions, dialogue journals in educational context, and the importance of communication. The discussions of those three issues are based on previous literature and researches.

1. Perceptions

This part presents the theory of perceptions covering the definition of perceptions and perceptual process on learning. Definition of perceptions explains about what perceptions are, whereas perceptual process on learning describes the process in forming perception on learning and factors which influence the perceptions.

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a. Definition of Perceptions

The understanding of the perceptions can be derived from some experts. According to Kreitner and Kinicky (1992: 126), “perception is a mental cognitive process that makes people interpret and understand their surrounding.” Borger and Seaborne (1966: 105) add that perception is “an awareness of the environment, through which a person processes incoming sensory data in a certain way to arrive at useful impression of his surrounding.” Huffman and Vernoy (1997: 79) argue that “perception refers to the process of selecting, organizing, and interpreting sensory data into useful mental representation of the world. Meanwhile, Cook, Hunsaker, and Coffey (1997: 150) state that “perception is an important process that covers the selection, organization, and interpretation of sensory data which help people to define their world and influence their behavior”.

According to Vygotsky (1978: 33), “perception is a dynamic system of behavior which is always changing”. Warga (1983: 207) adds that perceptions begin with a stimulus which creates sensation. Hence, Warga explains that perceptions are influenced by people’ past experience.

b. Perceptual Process on Learning

To form perceptions, there was a process inside. The process of perception covers stimulus which come from the environment, recognizing and interpreting the incoming stimuli into messages, then creating stereotype, and deciding the appropriate action or attitudes and behavior to respond to the message.

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Figure 1 shows how the perception process occurs.

Figure 1. The Perceptual Process (Altman, Hodgett, and Valenzi, 1985: 86)

From the perception process shown in Figure 1, it is seen that perception comes from the stimuli. According to Warga (1983: 207), stimuli are forms of physical energy that strike the sensory receptors. The stimuli then are selected in the brain and the brain interprets as a sensation. Combinations of sensations are translated into meaning. The results of the meaningful information of the translation are then called perception. Furthermore, the perception, organization, and interpretation of stimuli create behavioral responses. It means that if someone has positive perception toward something, he will respond it with positive behavior. Therefore, for students, if they have positive perception toward the English subject, they will create positive behavior on it.

In teaching-learning activities, students have their perceptions about the subjects they learn. Their perceptions are formed by the stimuli that come from the environment, in this case the classroom. Thus, the perceptions they have will influence their behavior toward the learning. Biggs (1992) as cited by Astutiningsih (2006: 11) states that perception on learning deal with belief about knowledge which influences students’ approaches to learning. Biggs also argues that there is a system that relates the concepts with the environment which is

Stimuli Sensors’ _{selection of} stimuli Perception, organization, and interpretation of stimuli Behavioral response

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called interactive system. The system is called interactive because the concept as the stimuli interacts with the environment. This system has three components; those are presage, process, and product or learning outcome.

Presage is a factor that includes students’ belief about knowledge and learning conception. Presage also covers learning context, such as teachers and school attributes, and also students’ understanding about knowledge. The examples of presage according to Biggs (1989) as cited by Astutiningsih (2006: 12) are educational practices, students’ preparations, approaches to learning, and changes to assessment product.

The second component is process. Process is a factor that includes students’ perceptions on learning environment and specific learning strategies that they experience in learning tasks (Biggs as cited by Astutiningsih, 2006: 12). This factor is related to the atmosphere of learning that teacher creates in the classroom. An example of process is the process how students learn the target materials during English teaching-learning activities.

The third component is product. Product or learning outcome is influenced by the learning strategies applied in the classroom. It means that students can have good learning outcome if the learning strategies applied are suitable for them. It then makes them have positive perception on the learning. Therefore, it can be said that students’ perceptions on English learning is tightly influenced by the implementation of English teaching-learning activities.

Moreover, according to Champbell (2001) as cited by Krisnawati (2008: 12), there are five elements of language teaching-learning activities

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implementation that build students’ perceptions. Those are (1) how the teacher teaches the students, (2) what the teacher wants students to learn, (3) how the students learn in class, (4) what the students learn, and (5) what the purposes of learning the language are.

According to Vygotsky (1978: 33), perception of someone is always changing. It means that he can make changes in his behaviors overtime through its process. For example, at first a student does not like English subject because he considers it as a difficult subject. However, after he finds some interesting activities that he likes, he then changes his perception about English subject. This perception is influenced by those five elements.

2. Dialogue Journals in Educational Context

This part presents the review of literature about definition of dialogue journals and the implementation of dialogue journals in educational context. Definition of dialogue journals explains about what dialogue journals are. The implementation of dialogue journals in educational context describe the background on the use of dialogue journals in education field.

a. Definition of Dialogue Journals

“Dialogue journal is a log of one’s thoughts, feelings, reaction, assessments, ideas, or progress” (Brown, 2004: 269). According to Peyton (1993) as cited in http://www.cal.org/resources/Digest/peyton01.html, dialogue journal is a written conversation in which a student and teacher communicate regularly that can be conducted daily, weekly, or depending on the educational setting.

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Dialogue journal is an open-ended journal which allows students write anything covering reflection, comments, and even questions and the teacher writes back regularly, responding to students’ comment and questions (Peyton, 1993 and Brown, 2004: 270). Szeto (2009) as cited in http://classroom-activities.suite101.com/article.cfm/dialogue_journals_help_improve_writing adds that dialogue journals are interactive writing which provides students the opportunity to improve their writing skills and give students freedom to choose their own topics. Szeto also explains that dialogue journals provide a place for the teacher to respond privately to questions and comments from the students. In this place, teacher can include motivation words to give students reinforcement. Staton (1987) as cited in http://www.ericdigest.org/pre-926/journals.htm states that “a dialogue journal is a bound composition book in which each student carries on a private written conversation with the teacher for an extended period of time.” Though dialogue journals is one of the alternative assessments that is tightly related to evaluation, Staton argues that dialogue journals are functional and interactive that are mostly about self-generated topics about the continuing life of the classroom.

b. The Implementation of Dialogue Journals in Educational Context

According to Brown (2004: 206), in the past, journals had no place in the second language classroom but today, “journals occupy a prominent role in a pedagogical model that stresses the importance of self-reflection in the process of students in learning”. Brown argues that through dialogue journals, “teacher can

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become better acquainted with their students, in terms of both their learning progress and their affective states, and thus become better equipped to meet students’ individual needs”. Furthermore, Staton (1987) as cited in http://www.ericdigest.org/pre-926/journals.htm adds that dialogue journals are developed over years to meet several needs which are to know students better, to obtain feedback on lessons, to improve classroom discipline, and to involve each student in meaningful reading and writing.

In the dialogue journal, students are also required to monitor and evaluate their understanding. In other words, it involves students’ self-assessment. Many researchers state that self-assessment encourages students’ motivation and promotes their autonomy and independent learning skills even self-assessment is the best formative assessment and the most rewarded among other assessments (Brown, 2004: 276). This idea is supported by Bartelo, Birkitt, and Davis (1990: 3), who state that dialogue journals make students have “response ability” to the teaching situation and responsibility about their progress of learning. Staton (1987) also agrees that dialogue journals help students to learn how to manage their own actions. It can be said that dialogue journals reflect reflective learning.

According to Peyton (1993), the use of dialogue journal in the classroom becomes a bridge of communication between a teacher and students especially students who learn English as a second language.

Dialogue journals not only open a new channel of communication, but they provide another context for language and literacy development. Students have the opportunity to use English in a non-threatening atmosphere, in interaction with a proficient English speaker. Because the interaction is written, it allows students to use reading and writing in

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purposeful ways and provides a natural, comfortable bridge to other kinds of writing. (Peyton, 1993 as cited in http://www.cal.org/resources/Digest/peyton01.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

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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.

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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

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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.

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B. Research Participants

The participants of this research were the tenth grade students of SMAN 1 Depok of the 2008/2009 academic year who had experienced dialogue journals in their classes. The participants for the questionnaire were all students who came from two different classes, class XB and class XF. The total students of those two classes was seventy two students. However, when the research was conducted on 25th and 26th June 2009, the number of the students was not the same as it was planned because there were five students who were absent. Therefore, the total respondents for the questionnaire were sixty seven students. For the interview, the researcher took eight students as the interviewees; four students from class XB and four students from class XF. In choosing the eight interviewees, the researcher considered their responses in their questionnaire in order to know further because this interview was aimed to support the questionnaire result.

C. Research Instruments

The researcher used three instruments in obtaining the data, namely observation checklists, a questionnaire, and an interview guide.

1. Observation checklists

The first instrument applied in this research were observation checklists. According to Ary, Jacobs, and Razavieh (2002: 430), observation is the basic method for obtaining data in qualitative research. Fraenkel and Wallen (1993: 284) state that observation is used in order to know how people act or how things look. Thus, in this research, in order to know the process of the implementation of

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dialogue journals, the researcher conducted the observation. This observation was participant observation, for the researcher actively participates in the class which was observed. In the observation sheet, the researcher already wrote eleven characteristics of students’ behaviors which were divided in two aspects. The first aspect was focused on students’ behavior before writing dialogue journals. The second aspect was focused on students’ behavior during writing dialogue journals. Thus, the results of the observations were written in the form of paragraphs. 2. Questionnaire

The second instrument that the researcher used was a questionnaire. According to Ary, Jacobs, and Razavieh (2002: 418), a questionnaire is an instrument of the study to gather information through the respondents’ written responses to a list of questions. In this study, the researcher used combination between closed-ended and open-ended questionnaires.

On the closed-ended questionnaire, the researcher provided seventeen statements covering two aspects. Those two aspects could give a proof to show the reliability and validity of the instrument. They were the process and the implication of dialogue journals. Aspect of process was represented by eight statements while aspect of implementation is represented by nine statements. The researcher provided four choices for each statement. They were column 1, which means respondents strongly disagree with the statements, column 2, which means they disagree, column 3, which means they agree, and column 4, which means they strongly disagree. In giving the response, respondents put a checkmark inside the column.

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Hence, on the open questionnaire, there were eight questions which were provided. The first question was asking about respondents’ opinion about the implementation of dialogue journals. The second question was inquiring about positive effects that students feel from dialogue journals, whereas the third question was asking the negative effects. The fourth question was digging out about the improving of English skills that students experience through dialogue journals. The fifth question was asking about the physical appearance of dialogue journals whereas the sixth question was asking about the process then the seventh question was about the content of dialogue journals. Thus, the last question was asking about other aspects which are going to be included in dialogue journals. 3. Interview

The third instrument that the researcher used was an interview. According to Ary, Jacobs, and Razavieh (2002: 434), the interview is one of the most commonly used research instrument to gather data on subjects’ opinions, beliefs, and feelings about the situation. The researcher conducted the interview to students aimed to know deeper and to cross-check their perceptions and suggestion on the implementation of dialogue journals that they had written in the questionnaire. In this study, the researcher provided an interview guide which covered eight questions. The researcher would recapitulate the results of the interview then wrote them in the form of paragraphs.

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D. Data Gathering Technique

The researcher collected data by using three research instruments. The first was observation checklist. The researcher used the observation checklist during the implementation of dialogue journals in two classes of the tenth grade of SMAN 1 Depok. The observations were taken in three weeks, where two observation checklists each week since there were two classes observed.

The next research instrument was a questionnaire. The questionnaire was distributed for two classes in one meeting. Respondents of the questionnaire were students of the tenth grade students of SMAN 1 Depok of the 2008/2009 academic year of class XB and class XF. The resulted data of questionnaire would be presented in the form of paragraphs.

In gaining deeper data of students’ perceptions, the researcher conducted an interview. The interviewees were eight students who were taken from two different classes. In this case, four students were taken from each class as the interviewees. The interview was aimed to find out further information about students’ opinion on the use of dialogue journals and to find out the evaluations and suggestions for the implementation of dialogue journals. The interview was conducted individually and in an informal situation in order to create a comfortable and relaxed atmosphere for the students.

E. Data Analysis Technique

In analyzing the data, the researcher followed four steps. The first step was analyzing the observation checklists in order to observe the implementation of

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dialogue journals in two different classes. All data about students’ behaviors that appeared in observation checklists would be summarized and written in paragraphs to describe the process of the implementation of dialogue journals.

The second step was analyzing the results of the questionnaire. The data collected from questionnaire were recapitulated in the form of table. There were four choices of responses to the statement on the questionnaire as follows; 1 was strongly disagree, 2 for disagree, 3 for agree, and 4 for strongly disagree. Then, the researcher counted the percentage of each response. The researcher made the interpretation of the results in the form of written paragraphs. The next step was classifying the results of the open-ended questionnaire. Then, the researcher also transcribed the results of the interview and classified it. The last step was interpreting the results of the interview. In interpreting the interview transcript, the researcher was careful and used mindful interpretation since the results of the interview cannot be concluded by the number of statements.

F. Research Procedure

There were some steps used in this research. In preparing the research, the researcher constructed the research instruments, which were observation checklist, a questionnaire, and an interview guide. After consulting all the research instruments to the sponsor, the researcher conducted observations while having the implementation of dialogue journal for three weeks. Next, the researcher asked permission to obtain the research data to SMAN 1 Depok through BAPPEDA

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Sleman. Then, the researcher had a meeting with a teacher who would help the researcher to arrange the appropriate schedule to gain the research data.

The next step was the researcher distributed the questionnaire to all participants from the two classes, class XB and class XF. Then, the researcher conducted the interview to eight students who also filled in the questionnaire in order to cross-check the data from the questionnaire. Four students were taken from each class. In choosing the interviewees, the researcher considered their responses in the questionnaire in order to know further since this interview was aimed to support the questionnaire result.

The researcher, then, analyzed the data from the observation checklists, questionnaire, and interview. After analyzing the data, the researcher interpreted the data and discussed the findings. Afterward, the researcher made conclusion based on the interpretation. Last, the researcher reported the results of the research.

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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,

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on Part 2, the researcher observed students’ behaviours during writing dialogue journals.

The first observation was done on March 21st, 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 28th, 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

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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 11st, 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.

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The fourth observation of class XB was conducted on April 25th, 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 7th, 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

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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 14th, 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 28th, 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

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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.

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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 25th, 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’

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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

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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

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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

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3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan!

Bisalah. Ya kan ntar, jadi tu murid tanya guru njawab kalo dikelas itu masih suka malu-malu karena ga bisa ngomong pake basa Inggris to tapi lo di dialogue journals kan pribadi kan jadi lo salah-salah kan ga keliatan temennya jadi ga malu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan!

Ya bisalah. Kita jadi tahu gimana caranya nyusun kalimat yang baik terus kita bisa nambah-nambah vocab gitu soalnya kan kadang-kadang kan sambil nulis kan juga diomongkin kan jadi kita tu jadi agak-agak lancar ngomong bahasa Inggris. Lalu sama guru itu kesannya jadi tambah akrab gitu lho soalnya di kelas itu kadang-kadang Cuma ga dong itu diem kalo dialogue journals kan dipaksa buat nulis kan jadinya bisa lebih akrab.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Ya iyalah, mestinya. Kalo ga dijawab lalu buat apa kita nulis dialogue journals kan fungsinya emang murid tanya guru njawab ngasih solusi, masak guru ga bisa ngasih solusi, kan mesti bisa to.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar?

Ya, kadang-kadang ho o karna kita tu disemangatai biar bahasa Inggrisnya lebih gitu lho jadi ya cuma ga gitu lho dan sambil curhat juga.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals?

Ya nambah-nambah vocab itu tadi sama nambah bikin kalimat yang baik dan benar walaupun kadang-kadang masih salah-salah tapi kan ya taulah prinsipnya gitu.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas?

Ya, kalo mbagiin dialogue journals tu itu aja pas awal pelajaran lalu pas akhir pelajaran dikumpulin jadi kan waktunya lebih banyak terus kan pas sela-sela pelajaran kita bisa sambil nulis jadi tu ga nulis terus jadi kan pegel jadi males. Terus penampilannya apa namanya dialogue journals itu dibikin dalam bentuk buku aja, ya kan buku itu enak to kalo kertas itu kan bisa ilang atau sobek. Lalu prosesnya tu kalo bisa ya tiap hari biar seru soalnya kalo minggu sekali itu haa selak pengin nulise, selak lupa dulu gitu lho. Lo masalah isi udah cukup baik kok, udah cukup menarik.

Respondent 3 (R3):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu?

Sangat menarik.. saya sangat setuju. Karena kita bisa menyampaikan apa ya pendapat, pikiran, uneg-uneg,semuanya bisa diberikan sama guru dan guru bisa membantu membalasnya.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan!

Menuliskan dalam bahasa Inggris.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan!

Iya sekali.. karena seperti ayah dengan anak bisa bercerita, seperti orangtua dengan anaknya bisa bercerita atau keluh terus uneg-uneg yang ingin disampaikan.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan!

Ada. Mesti ada perkembangan, hal-hal positif yang saya dapatkan. Hmm.. apa ya.. dukungan moral.. motivasi, belajar bahasa Inggris juga.

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5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Membantu walau ga banyak tapi bisa sangat membantu.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar?

Iya. Tulisan dari guru kayak ngasih semangat buat aku untuk bisa lebih ningkatin dalam belajar bahasa inggris.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals?

Menulis, berbicara, terus mentranslate dalam bahasa Inggris juga.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas?

Mmm.. sarannya tu prosesnya udah baik balesan dari guru tu selalu membalas, motivasi pasti ada, memberi semangat. Udah bagus menurutku.

Respondent 4 (R4):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu?

Bagus sih untuk tanya dan ngasih saran ma guru.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan!

Palingan kalo ga tau bahasa Inggrisnya apa itu kesulitan.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan!

Oo bisa. Bagi yang ga bisa ngomong langsung kan bisa nulis jadi kan ngrasa lebih nyaman.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan!

Ada sih, bisa tuker pikiran dan nyari-nyari saran dari guru, curhat sekalian kalo mau.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Iya banget. Misalnya aku tu.. kalo aku nilainya agak kurang, aku kan bisa tanya kok aku ngerasa bisa tapi kok tetep aja nilainya kurang, mungkin nanti bisa dicek lagi apa ada yang salah atau kelewatan gitu.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar?

Iya. Tulisan kayak belajarnya lebih ditingkatin atau apa tu eh.. apa to namanya.. lebih hati-hati dalam belajar mungkin bisa dapat nilai kayak dulu lagi bagus-bagus.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals?

Nulis sama kosakatanya bertambah.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas?

Kayaknya sih kalo dialogue journals tu mendingan diterapin terus aja. Prosesnya dilakuin tiap pelajaran. Mm.. kalo isinya udah baik kok.

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Respondent 5 (R5):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu?

Menurut saya, saya sangat setuju karena dalam dialogue tersebut, kita bisa menuliskan uneg-uneg kita dalam bahasa Inggris dan sekaligus kita dapat belajar bahasa Inggris melalui media jurnal tersebut.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan!

Kesulitannya kita mau mentranslatekan dari bahasa Indonesia ke bahasa Inggrisnya cukup sulit sih. Ya, kita menggunakannya dengan kamus atau tanya-tanya.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan!

Sangat sekali. Sangat Mengakrabkan karena guru dengan murid bisa saling berkomunikasi lewat dialogue journals tersebut karena kita bisa menuliskan kesulitan kita dalam bidang bahasa Inggris tersebut kemudian si guru bisa membalasnya dengan balasan dialogue journals tersebut. Jadi kita bisa saling berkomunikasi lewat dialogue journals tersebut.

Apakah komunikasi murid dan guru itu penting di kelas?

Sangat penting sekali karena kalo kita tidak berkomunikasi dengan guru dan guru tidak saling berkomunikasi dengan kita, maka kita akan menemui kesulitan dalam pembelajaran tersebut. Kita nanti kaaren takut bertanya menemui kesulitan saat ulangan jadi nanti kan kita malah lebih tanya ke temen, kalo ga temen juga ga tau dia njawabnya asal, kita jadi ikut salah.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan!

Ada.. Saya lebih ya membantu saya lebih pintar dalam berbahasa Inggris walaupun peningkatannya sangat sedikit tapi ya alhamdulilah dapat menambah. Lalu kita semakin akarab sama guru karna uneg saya dibales dengan guru jadi guru mengasih nasehat ke kita untuk apa.. tentang uneg-uneg kita tersebut jadi kesulitan kita bisa dinasehati oleh guru jadi kita lebih mudah mengatasi permasalahan tersebut.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Ya,sedikit sih.. kadang-kadang tu guru ngasih balesannya ga nyentuh gitu lho.. ga nyentuh diri kita untuk.. jadi kita ya paya ya.. eee… masalah kita tu belum terbantu dengan guru tapi guru tu hanya memberi sedikit bantuan tapi belum bisa membantu semunya, kesulitannya kita..

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar?

Sedikit memberi motivasi sih, tapi ya alhamdulilah dari pihak guru juga memberi motivasi walaupun cuma sedikit tapi dengan sedikit itu bisa melancarkan bahasa Inggris kita, latihan menulis, latihan membaca, dan lain-lainlah tentang bahasa Inggris

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals?

Semua. Menulis, membaca, berbicara, Semua alhamdulilah meningkat walaupun hanya swdikit tapi saya merasakan meningkat tersebut dengan jika ulangan ya nilainya lumayanlah bisa tuntas.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas?

Lebih colorful.. lebih ada animasi…mungkin ada gambar-gambar anime, terus..ee.. apa ya… waktunya diberi waktu yang lumayan panjanglah buat dialogue itu karna kan buat nulisnya kita bingung buat mengartikan Indonesia ke Inggrisnya kan juga butuh waktu jika waktunya sedikit kita kan pasti mikirnya juga lama kan jadi ya intinya dikasih waktu lebih panjang.

(4)

Respondent 6 (R6):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu?

Ya lebih menunjang untuk siswa ke depannya, misalnya buat apa ya.. jika misalnya mengalami kesulitan kan bisa tanya dari apa.. bisa tanya ke guru dan itupun langsung tanggapan dari guru, permasalahan siswa kan berbeda-beda, setiap siswapun bisa mendapatkan saran yang berbeda-beda juga sesuai kesulitannya.

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan!

Dialogue journalsnya itu kan dalam bentuk bahasa Inggris kan, jadi ya sedikit menemui kesulitan, kosakatanya, penyusunan kalimatnya juga. Orang Indonesia kan juga perlu belajar bahasa Inggris karena tapi kan belum lancar.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan!

Ya bisa menjadi keakraban dalam hal pelajaran ataupun hal pribadi, jadi kan bisa. Guru kan orang yang lebih tua sedangkan kita orang yang masih butuh banyak pengalaman dari orang yang lebih tua kan bisa tanya-tanya lewat dialogue journals itu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan!

Ya ada perkemabangan tentang misalnya saya mengalami kesulitan vocab ya bisa diperbaiki lewat itu.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Ya sedikit membantu walaupun tidak terlalu maksimal tapi sedikit membantu

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar?

Ya memberikan soalnya saran-saran dari orang lain itu kan sarapn-saran dan masukan dari orang lain bisa jadi buat ningkatin ngembangin bakat kita.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals?

Tentang vocab atau kosakata.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas?

ee.. kalo misalnya dialogue journals kan Cuma setelah melakukan materi pembelajaran tersebut jadi kalo bisa di waktunya lebih sering gitu lho.. jadi ya ga Cuma pas selesei pelajaran itu tok soalnya kan kita setiap waktu mengalami kesulitan jadi ga Cuma pelajaran itu.

Penampilan dan isi sudah cukup baik kok.

Respondent 7 (R7):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu?

Ya seneng.. seneng.. anu apa.. dialogue journals itu bisa bikin kita lebih komunikatif terus bisa aktif gitu terus bahasa Inggrisnya jadi lebih agak lancar gitu.. nulisnya pake bahasa Inggris.

Lebih aktif dalam ha lapa?

Dalam hal komunikas. Jadi kan misalnya di kelas bisanya diem terus kan di dialogue journals bisa nulis, bisa ngobrol-ngobrol gitu.

(5)

2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals? Jelaskan!

Iya sih, sedikit. Dalam hal apa?

Biasanya tu ngrangkai katanya tu grammarnya tu juga kurang terus misale misale past tense past tense tu apa gitu.

Apakah bisa diatasi?

Ya bisa dengan Tanya sama gurunya.

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan!

Bisa. Lha soalnya kan misalnya muridnya pemalu misale kayak di kelas biasanya diem aja lha tapi kan di dialogue journals kan nulis dan nulisnya tu bisa nulis apa aja.

Apa aja itu?

Ya, kayak curhat terus apa kesulitannya dalam belajar apa dia ga bisanya apa gitu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan!

Iya sih soalnya di dialogue journals kita kan nulis kekurangannya tu apa lalu guru ngasih komentar jadi tu kamu gini-gini-gini. Ya gimana ya eee.. ya dialogue journals tu kita jadi bisa ada masukan positif kayak sugesti gitu.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Iya, karena saya bisa tanya tentang materi yang belum jelas dan gurupun bisa menjelaskan melalui dialogue journalss itu.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar?

Iya. Misalnya hari ini kamu males belajar lalu besok ya jangan males belajara ya biar pelajarannya masuk

Motivasi tu penting ga to dari gutu?

Penting karena biar muridnya ga minder dan merasa diperhatikan sama gurunya.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals?

Ya nambah.. nambah vocabnya kita terus bisa nambaha ngrangai kata juga.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas?

Penampilannya aja, itu covernya kurang cerah dikit terus kalo bisa biru aja terus habis itu kertasnya lebih warna-warni lagi soalnya kertasnya itu kayaknya apa mbak.. terlalu satu warna jadi klop piye yo.. kurang meriah. Kalo prosesnya waktunya kurang banyak tu waktunya jadi waktunya buat nulis tu kurang banyak jadi kadang kan belum selesei nulis dah suruh ngumpulin.

Respondent 8 (R8):

1. Apakah pendapatmu tentang implementasi dialogue journals dalam pelajaran bahasa Inggris kelasmu?

Sangat bagus sekali, karena itu dapat membantu komunikasi antara pengajar dengan yang diajar . 2. Apakah kamu menemui kesulitan dalam menuliskan sesuatu dalam dialogue journals?

Jelaskan!

Ya karena saya kemampuan vocabulary kurang mungkin teman-teman lain bisa tapi saya ga bisa Apakah bisa diatasi?

(6)

3. Menurut kamu, apakah dialogue journals dapat menjadi suatu media untuk mengakrabkan guru dan murid? Jelaskan!

Bisa sekali karena dialogue journals itu bisa menunjang komunikasi antara guru dengan muridnya seperti itu.

4. Apakah kamu merasakan adanya hal-hal positif dalam dirimu dari implementasi dialogue journals? Sebutkan!

Ada, karena saya dapat mengapresiasikan apa namanya saat belajar kepada guru itu.

5. Apakah respon balasan dari guru memberi jawaban atas kesulitan belajarmu? Jelaskan! Memberi sekali karena dia mengerti apa yang saya tuliskan itu.

6. Apakah tulisan balasan dari guru memberi motivasi kamu dalam belajar?

Sangat memberi motivasi karena dengan apa jawaban itu saya bisa berubah kedepannya seperti apa. Berubah seperti apa itu?

Maksudnya kalo sebelum menulis pada dialogue journals itu saya kurang paham apa terus setelah diberi jawaban apa saya bisa berubah seperti itu.

7. Kemampuan bahasa Inggris apakah yang kamu rasakan meningkat dengan adanya media dialogue journals?

Mungkin dalam menyusun kalimat ada peningkatan tapi apa.. dialogue journals itu kan baru beberapa hari coba kalo bertahun-tahun pasti peningkatannya pesat.

8. Saran atau usulan apakah yang ingin kamu sampaikan berkaitan dengan implementasi media dialogue journals di dalam kelas?

Ya sarannya ya terus ditingkatkan aja apa maksudnya bentuk fisik dari dialogue journals ini. Ya mungkin yang buat dialogue journals itu para siswa sendiri jadi tidak merepotkan guru seperti itu.. ya isinya cukup memberi apa namanya media untuk berkomunikasi siswa dengan gurunya.

Students` perceptions on the use of dialogue journals as communication media for the tenth grade students of SMAN 1 Depok.

God makes everything happen

at the right time.

Ecclesiates 3:11a

I dedicate this thesis to

My dear God,

my lovely mother, my brothers sisters,

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Students` perceptions on the use of dialogue journals as communication media for the tenth grade students of SMAN 1 Depok.

God makes everything happen

at the right time.

Ecclesiates 3:11a

I dedicate this thesis to

My dear God,

my lovely mother, my brothers sisters,

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Students` perceptions on the use of role play for XI grade students of Tourism Department in SMK Negeri 7 Yogyakarta.

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