Using Dialogue Journal to Improve Students’ Writing Proficiencies

Yunita Widya Hapsari, Gunarso Susilohadi, Dwi Elyono

Abstract

Dialogue journal is perceived as an effective technique for teaching writing. This article aims at reporting a study on the use of Dialogue journal to improve students’ writing proficiencies. The objectives of the research were to know how dialogue journal can be implemented effectively to improve students’ writing proficiencies and to know to what extent dialogue journal can improve their writing proficiencies. A classroom action research was conducted in a group of students in one of state junior high school in Surakarta. The data collected were qualitative and quantitative. The qualitative data were obtained from observations and interviews, while the quantitative data were collected from tests. The findings of the research show that (1) dialogue journal can be implemented effectively by taking some considerations; and (2) the implementation of dialogue journal could improve the students’ writing proficiencies and the classroom situation. This was proven by the improvement of the students’ writing mean scores and their attitude toward the learning. They became more active and motivated.

 

Keywords

writing proficiencies; dialogue journal; classroom action research

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DOI: https://doi.org/10.20961/eed.v6i3.35904

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