The Result of Open-ended Questions

b. The Result of Open-ended Questions

There were eight questions in the open-ended questions part. The first four questions were related to the students’ perceptions on the implementation of dialogue journals and the next four questions were asking about their suggestions. The open-ended questions were made to dig out further information from the students to support the data in the closed-ended questions. This part provided the opportunity for the students to write based on their experience. Based on the data obtained from the first question, students’ answers varied. It can be seen in Appendix H. However, all respondents wrote positively about the implementation of dialogue journals. Many students stated that dialogue journals were very good media to build good communication between teacher and students. Further, dialogue journals facilitated the students to share their opinions about the learning to the teacher. Other students argued that dialogue journals were helpful in solving their problems both in academic and non-academic problems. Then, students experienced that through dialogue journals, they acquainted well the teacher. Moreover, other students also stated that dialogue journals gave them motivation to learn English better. Based on the data obtained from the second question, it can be inferred that dialogue journals had positive implication for the students. The researcher analyzed that there were three classifications from students’ answers about their positive implication of dialogue journals as presented in Table 4.1. Table 4.1 Students’ Perceptions on Positive Implication of Dialogue Journals Question Answers Dialogue journals create good communication and closer relationship between students and the teacher Dialogue journals help students to solve their problems academically and non academically and give motivation to learn better What are positive things that you feel by the implementation of dialogue journals in your class? Dialogue journals make students better in writing and reading in English Table 4.1 shows that students felt positive implication of the implementation dialogue journals. They experienced that through dialogue journals they could find the solution from the teacher’s comments about their problem in learning. They also felt that dialogue journals made them close to the teacher and it made them communicate with their teacher easily. Furthermore, they felt dialogue journals gave them motivation. In teaching learning process, communication plays important role. Howell 1979: 148 even states that learning is, at heart, the expression of communication. Therefore, through dialogue journals, the teacher facilitated students in building communication with the teacher. As a result, students responded to the implementation of dialogue journals positively. Based on the data obtained from the third question, which asked about the negative implication from dialogue journals, it showed that most of students did not feel any negative implication of dialogue journals. There were only ten students who stated that dialogue journals reduced the effective time of learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Based on the data obtained from the fourth question, it can be inferred that all students experienced that through dialogue journals, they felt improved in learning English. It showed by the presented data of table 4.2. Table 4.2 Students’ Perceptions on the Implication of Dialogue Journals Related to English Skills Question Answers Vocabulary Writing Reading The use of grammar The use of words Are there English skills that you feel improved because of dialogue journals? Ability in translating Most students wrote that by the implementation of dialogue journals, they could enrich their vocabulary in English. Then, they also stated that dialogue journals helped them in practicing writing that related to the ability in arranging sentences, the use of grammar, and the use of words diction. Other students argued that their reading also improved because of dialogue journals. These data showed that the implementation of dialogue journals did not merely give positive implication on communication, yet they could also help students to improve their English skills.

3. Data Presentation Based on the Interview