Aas Samrotul Faidah¹ Metty Agustine Primary².

Transcription

1 THE INFLUENCE OF USING DIALOGUE JOURNAL ON STUDENTS WRITING ABILITY IN RECOUNT TEXT (An Experimental Study at the Eighth Grade of SMPN 3 Sukaratu Tasikmalaya) Aas Samrotul Faidah¹ Metty Agustine Primary² aas_faidah@yahoo.com mettyaprimay@yahoo.co.id ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS TRAINING SILIWANGI UNIVERSITY TASIKMALAYA (Jl. Siliwangi 24 Tasikmalaya) ABSTRAK Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh dari penggunaan dialogue journal terhadap kemampuan siswa dalam menulis teks recount. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan menggunakan desain one-group pretest-posttest. Populasi penelitian ini adalah seluruh siswa kelas VIII SMPN 3 Sukaratu Tasikmalaya sebanyak 123 siswa dengan sampel kelas VIII-C yang terdiri dari 31 siswa. Sampel ini diambil dari populasi dengan menggunakan teknik cluster random sampling. Tes yang terdiri dari pretest dan posttest digunakan sebagai teknik untuk mengumpulkan data, dan tes yang diberikan adalah menulis teks recount. Pengolahan data dilakukan melalui uji t dependent samples. Hasil uji t dependent samples menunjukan bahwa nilai t hitung lebih besar dari pada nilai t tabel (8,989>2,042). Selain itu, besarnya asosiasi antara pretest dan posttest yang dihitung dengan eta kuadrat (ŋ 2 ) adalah sebesar 73%. Dengan begitu dapat disimpulkan bahwa H 0 ditolak dan H a diterima, yang berarti bahwa ada pengaruh dari penggunaan dialogue journal terhadap kemampuan siswa dalam menulis teks recount. Kemudian, 73% kemampuan siswa dalam menulis teks recount dipengaruhi oleh dialogue journal dan sisanya dipengaruhi oleh faktor yang lain. Key words: kemampuan siswa menulis teks recount, dialogue journal The Writer¹ The Supervisor²

2 ABSTRACT This research aims to know whether there is an influence of using dialogue journal on students writing ability in recount text or not. The method used in this research is experimental method by using one-group pretest-posttest design. The population of this research is the whole of eighth grade of SMPN 3 Sukaratu Tasikmalaya consisting of 123 students with sample VIII-C class consisting of 31 students taken from the population by using cluster random technique. Test consisting of pretest and posttest is used to collect the data, and the test given is writing recount text. The data analysis used in this research is dependent samples t-test. The result of dependent samples t-test shows that the value of t observed is higher than the value of t table (8.989 > 2.042). Besides, the strength of association between pretest and posttest calculated by eta squared (ŋ 2 ) is 73%. It can be concluded that H 0 is rejected, and H a is accepted which means that there is an influence of using dialogue journal on students writing ability in recount text. Then, 73% of students writing ability in recount text is influenced by dialogue journal, and the rest 27% is influenced by the other factors. Key words: students writing ability recount text, dialogue journal INTRODUCTION In the educational environment, writing ability is very crucial for the students. According to Harmer, Jeremy (2004:32), Writing has always been used as a mean of reinforcing language that has been taught. It means that writing ability is needed by students to pass the course because a lot of assignments require students to write. Based on Kurikulum Tingkat Satuan Pendidikan (KTSP), one of the English materials which should be taught is writing recount text, but generally, the EFL learners have difficulties in writing. Therefore, dialogue journal as one of the writing techniques should be introduced and implemented in teaching writing. Dialogue journal is a techniques in teaching writing giving an opportunity for the students to learn writing with concept learning by practice until it can build students writing habit and students writing ability. It is supported by Harmer, Jeremy (2004:127), Journal writing contributes to a student s general writing improvement in the same way as training enhances an athlete s performance: it makes them fit. Based on the statement, it can be known that the dialogue journal is a training to practice writing skill influencing students writing ability. In line with the description, the dialogue journal can be used as a teaching writing technique especially in recount text because both of them explain about experience. Therefore, it is urgent to conduct the research about the influence of dialogue journal on students writing ability in recount text. LITERARY STUDY This section will explain about description of writing, description of recount text, the technique in teaching writing, description of dialogue journal, types of dialogue journal, implementation of dialogue journal in teaching writing, and

3 benefits and challenges of dialogue journal. These are supported by theories of some experts relating to the topic of this research. A. Description of Writing Some experts describes writing as a process, and the others describe it as a product, but Sokolik (2003) as quoted by Linse, Caroline T. (2005:98) states, Writing is a combination of process and product. She adds the statement, The process refers to the act of gathering ideas and working with them until they are presented in a manner that is polished and comprehensible to readers. It means that writing is unity of the process and the product. Before producing the product of writing, there are some steps which should be conducted such as gathering the idea or thinking what will be written. Then, the product of writing is written text which is readable and comprehensible. Moreover, it is often considered as a something complex because of the aspects assessed in writing. Brown and Bailey (1984) as quoted by Brown, H. Douglas (2004) assess writing based on five aspects of writing consisting of content, organization, vocabulary, grammar, and mechanic. It means that writing can be defined as a skill involving several aspects such as delivering idea to produce the content, organizing the content into a good arrangement of a paragraph, and using the correct vocabulary, grammar, and mechanic. Thus, generally writing is delivering and organizing the idea into written form by using correct vocabulary, grammar, and mechanics. B. Description of Recount Text Recount text is a text which tells someone s experience where the writer is the subject of that story. It accordance with an example of recount text given by Knapp, Peter and Megan Watkins (2005) which is someone s record or note of activities that happened in an event. From that example, it can be known that recount text is a text telling someone s experience which has purpose or social to retell the reader about the past event. C. The Technique in Teaching Writing One of the approaches in teaching writing is the Whole Language Approach. Larsen-Freeman, Diane (2003:142) explains, The Whole Language Approach, as the name, calls for language to be regarded holistically, rather than as pieces, i.e., the vocabulary words, grammar structures and pronunciation point. It means that this approach sees that language can be learnt holistically. This approach can be implemented in teaching writing through two writing techniques. Larsen-Freeman, Diane (2013:143) states, Two writing technique that fit well with Whole Language philosophy are process writing and journal keeping. It means that process writing and journal or dialogue journal keeping are two techniques in the Whole Language Approach.

4 D. Description of Dialogue Journal Dialogue journal is a kind of journal which has another audience beyond writer s self. According to Brown, H. Douglas (2004:260), A journal is a log of one s thoughts, feelings, reaction, assessment, idea, or progress toward goal usually with little attention to structure, form or correctness. It means that journal writing emphasizes on content than language form correctness. Then, Daniels, Harvey Smokey and Elaine Daniels (2013:100) explain, Dialogue journals are written conversation between just two people, one-to-one, like pen pals. From the statement, it can be known that it is called by dialogue journal because there is an interaction between two or more people. Thus, it can be concluded that dialogue journal is a written conversation between the student and the teacher or another student which emphasize on the content than grammatical and language form correctness. E. Types of Dialogue Journal Daniels, Harvey Smokey and Elaine Daniels (2013) mention the journal variation based on the partner and the function of dialogue journal. Those are teacher-student dialogue, student-student dialogue, dialogue across the curriculum, feedback loops, teacher response to students writing, and multi-age dialogue journal. Moreover, Daniels, Harvey Smokey and Elaine Daniel (2013:100) state, Dialogues can be done live, as quick exchanges during class, or as takeaways, longer, more leisurely letters written and answered at the correspondents convenience. It means that based on the time and place of writing journal, dialogue journal can be distinguished into two types involving live dialogue journal conducted during the class with certain limited time and takeaway dialogue journal conducted beyond the classroom activity. In conclusion, the design of dialogue journal type can be decided based on the partner of dialogue journal and the place and time to write it. F. Implementation of Dialogue Journal in Teaching Writing To implement dialogue journal in teaching writing, there are some steps or procedures that should be conducted. Isabel (2010) as quoted by Putra, Yuhandri Eko (2012:4) mentions, The procedure of dialogue journal as follows: 1) The students write to the teacher 2) The teacher reads the entry and responds. 3) The students write about a topic that is interesting to them. 4) The teacher s responses should be encouraging, supportive and informative. Based on Isabel s statement, there are four steps in dialogue journal writing. Meanwhile, according to Harmer, Jeremy (2004) the main things which can do to make journal writing successfully are being enthusiastic, explaining why and what, what kind of journal/notebook, and how often and when. From the theories of Isabel and Harmer about the proses of dialogue journal writing, the writer concludes with rearranging the procedures which should be conducted

5 by the teacher to practice students writing skill through dialogue journal. The procedure can be conducted as follows: 1) Being enthusiastic The first thing which must be done by the teacher before using a technique is that the teacher is enthusiastic to use the technique. It can influence students to believe that the technique is interested. Therefore, when teacher introduces dialogue journal as a writing technique, the teacher should explain enthusiastically. 2) Explain why and what The teacher needs to tell the students about the reason of using dialogue journal. Then the teacher explains the material that can be taught through dialogue journal. Because students need an example, so the teacher should show the model of dialogue journal. 3) Asking the students to write journal The next procedure is that the teacher asks the student to write journal based on the topic given. In this step, the teacher and the students can make a deal about kind of journal, form, how often and when the student must submit their journal. Thus, it is done by agreement of students and teacher. 4) Reading and responding students journal After the students submit their journal, the teacher can read and give response. Isabel (2010) as quoted by Putra, Yuhanri Eko (2012:3) states, The teacher s responses should be encouraging, supportive and informative. The encouraging and supportive responses mean that those responses must support students motivation and interest to write relating to the content. Then, the informative response means that the response should be able to provide the knowledge for the students such as correction of language form. Although journal does not emphasize on grammatical error and the other language forms, it does not mean that the teacher should neglect students error in writing. Teacher can correct students error in journal writing by indirect feedback called by recast. It is supported by Richard- Amato, Patricia A. (2010:144) stating, after students hand in their journals, instead of marking the errors, the teacher may simply react to the entry by repeating the words that the student has used but in the form of a recast in the margin. Thus the teacher s comment serves as a reformulation. For example, if the student writes On Tuesday my mother sick. The teacher might respond with I m sorry your mother was sick. From the statement above, it can be known that recast is an indirect feedback given by the teacher to correct the error through reformulation. Another indirect correction is pointing out error. Ferris (2002) as quoted by Richard-Amato, Patricia A. (2010) says that the teacher can give indirect correction by pointing out the error without telling the correct form. Thus, the responses on students journal emphasize more on the content with supportive and informative comment, and also the teacher can correct the

6 grammatical, vocabulary, and the other errors or mistakes by recasting and pointing out the errors. Based on the explanation, it can be concluded that it is not practical, but it is more authentic. In addition, in the implementation of dialogue journal in teaching writing is needed the guidance of the teacher. Thus, it is needed in order that they can write very well. G. Benefits and Challenges of Dialogue Journal 1. Benefits of Dialogue Journal The use of dialogue journal writing is considered very beneficial for writing ability. There are four benefits concluded by Harmer, Jeremy (2004), and they are value of reflection, freedom of expression, developing writing skill, and students-teacher dialogue. It can be said that the dialogue journal gives a place to learn writing through free writing, and it make closer between students and teacher, so the teacher can know students lack and students need. Then, the dialogue journal is appropriate with behaviourist learning theory. Ellis, Rod (1997:31) says, Learning took place when learner had the opportunity to practice making the correct response to a given stimulus. It means that in language acquisition, the students can acquire the language if they are given the opportunity and stimulus to learn the language. In this case, the dialogue journal gives opportunity for the students to learn writing through writing practice continually, and input or stimulus got by student comes from the teacher s response on students journal writing. 2. Challenges of Dialogue Journal Like as every new teaching technique, dialogue journal also has difficulties to be implemented by the teacher. According to Peyton, Joy Kreeft (2000) that there are three challenges of using dialogue journal in teaching writing, and they are as follows: a. Correctness of the writing b. Time to respond to learners writing c. Writing that is overly personal Although the use of dialogue journal in teaching writing has difficulties, it does not mean that dialogue journal cannot be implemented in teaching writing. Because there are ways to face the challenges of using dialogue journal, so those challenges are not a big problem for the teacher who really wants to implement dialogue journal in teaching writing. RESEARCH METHODOLOGY A. Method of the Research The method used in this research is experimental research. According to Fraenkel, Jack R. and Norman E. Wallen (2009:21), Experimental research involves manipulating conditions and studying effects. From the statement it can be known that experiment is a study which is conducted to find the effects of particular variable which can influence on the other variables. In this research, the writer intends to know the influence of dialogue journal on students writing ability in recount text.

7 B. Technique of Collecting the Data To collect the data, the writer uses test. Test is conducted twice given before treatment (pre-test) and after treatment (post-test). Pre-test is given to know students writing ability in recount text before getting treatment through dialogue journal. Meanwhile, post-test is given to know students writing ability in recount text after getting the treatment. C. Research Instrument Research instrument is required to collect the data related to research problem. The research instrument chosen in this research is writing test in the form of recount text. To examine the validity of this research instrument is used an internal validity. Then, to examine the reliability of the scoring can be conducted by examining inter-rater reliability. Brown, H. Douglas (2004) says that inter-rater reliability is different score of the same students test caused by different scorers. Therefore, to examine the reliability of scoring in this research, there are two scorers observing students writing test. If the difference level of scoring is high, the reliability level of scoring is low. According to J.D. Brown (1991) as quoted by Brown, H. Douglas (2004:21), The careful specification of an analytical scoring instrument, however, can increase rater reliability. It means that to increase the reliability of scoring instrument, the score can be given based on analytical scoring. D. Population and Sample 1. Population Population is all subjects in a research. Freankel, Jack R. and Norman E. Wallen (2009:90) say, The larger group to which one hopes to apply the results is called the population It means that population is the whole of members of particular group. Population of this research is the whole of eight grade of SMPN 3 Sukaratu Tasikmalaya in the academic year of 2014/ 2015 consisting of 123 students divided into four classes. 2. Sample In a research, there is a part taken from population called sample. According to Freankel, Jack R. and Norman E. Wallen (2009:90), A sample in a research study is the group on which information is obtained. It means that sample is a part of a subject representing the whole of population. From that population, the sample is taken by using cluster random sampling technique, and the sample of this research is VIII-C consisting of 31 students.

8 E. Research Design The research design used in this research was one-group pretest-posttest design described as follow: O 1 Pretest: Writing Recount Text Test X Treatment: Dialogue Journal O 2 Posttest: Writing Recount Text Test Based on the figure above, pretest (O 1 ) is a writing test in the form recount text before the treatment is given using dialogue journal. Meanwhile, post-test (O 2 ) is writing recount text test after the treatment is given using dialogue journal F. Technique of Data Analysis The data from pre-test and post-test will be analyzed by using t-test. It is conducted to know whether there is an influence of using dialogue journal on students writing ability in recount text. t obs = X Y S D X = Prevacation mean Y = Postvacation mean S D = Standard error of differences between two means (Urdan, Timothy C, 2005) G. Place and Time of the Research This research was conducted in March 2015 at class VIII C of SMPN 3 Sukaratu Tasikmalaya DISCUSSION The research result shows that there is an influence of using dialogue journal on students writing ability in recount text. This case is proven by the result of analyzing the data by using t-test which shows that the value of t observed is higher than the value of t table (8.989>2.042). In other words, the hypothesis H 0 stating that there is no influence of using dialogue journal on students writing ability in recount text is refused, and the hypothesis H a stating that there is an influence of using dialogue journal on students writing ability in recount text is accepted. It means that the use of dialogue journal influences the students writing ability in recount text. There is a number of possible reasons why dialogue journal influences the students writing ability in recount text. First, it gives an opportunity for the students to learn writing with concept learning by practice until it can build students writing habit and students writing ability. It is in line with by Harmer, Jeremy (2004:127) stating, Journal writing contributes to a student s general writing improvement in the same way as training enhances an athlete s performance: it makes them fit. In other words, it contributes to students writing ability because the students practice

9 writing routinely until the more they practice writing, the better they will write. It is proven by mean score of post-test is better than mean score of pre-test (60.32 > 46.45). Therefore, Harmer, Jeremy (2004) says that dialogue journal can be used as a place to relearn the materials which have been learnt. In this case, the material which has been learnt is recount text with its generic structures and language feature. After the teacher explains all about recount text, the students can relearn the materials including grammar, vocabulary and the other writing aspects while they are writing their experience into a journal. Second, dialogue journal contributes the new input for the students to write better. After they write a journal, the teacher responds the students journal emphasizing on the content and correcting grammatical and spelling error with recast and pointing out. According to Richard-Amato, Patricia A. (2010), recast and pointing are indirect feedback. Recast is the teacher s correction with reformulating students statement, and pointing out is a correction with denoting errors without providing the correct form. Then, students read what the teacher writes on their journal until it can add their vocabulary mastery and grammar comprehension. It is accordance with Ellis, Rod (1997:31) saying, Learning took place when learner had the opportunity to practice making the correct response to a given stimulus. In this case, input or stimulus got by the students comes from the teacher s response on students journal. Third, it provides writing freedom. It is easier for the students to write since they are free to write or to express what they think without fear about grammatical and mechanical error. It is accordance with the description of journal stated by Brown, H. Douglas (2004:260), A journal is a log of one s thoughts, feelings, reaction, assessment, idea, or progress toward goal usually with little attention to structure, form, or correctness. Therefore, when students write journal, they feel free to express what they think without worrying about bad or good result they will get. In addition, they feel free to write because it is privacy. It gives students the real reader until the students know who will read their journals. This idea goes with Gebhard (2000) as quoted by Basiswi, Gundah and Anik Nunuk Wulyani (2012:6), A dialogue journal can teach the students to write to an audience. Therefore, they write as clear as possible since they think about the readers. The last, dialogue journal motivates the students to write continually as they may have the problem solved from the teacher s comment. The comments are related to the students writing like conversation. According to Harmer, Jeremy (2004:127), One of the merits of journal (and letter) writing is the dialogue, it encourages between teacher and students. It is supported by Eanes (1997) as quoted by Basiswi, Gundah and Anik Nunuk Wulyani (2012:6), A dialogue journal can make vital connections with the students not afforded by the other types of assignments and activities. When they are learning through dialogue journal, they feel that they are sharing and talking with their teacher. Since some students are not confident to write English, dialogue journal aids the teachear to change their attitudes and to build the students confidence. In other words, the teacher could know more about the students personalities and understand their language problem.

10 Overall, based on the research result, this study proves that dialogue journal has a good influence on students writing ability in recount text. Therefore, dialogue journal can be implemented in teaching writing because it is line with the principles of teaching writing stated by Brown H. Douglas (2001) involving: incorporating practice of good writer, balancing process and product, and providing as much authentic writing as possible. CONCLUSION Based on the research result and the data analysis, the data indicate that dialogue journal has an influence on students writing ability in recount text. It means that dialogue journal is suitable to be implemented in teaching writing at the eighth grade of SMPN 3 Sukaratu Tasikmalaya. It occurrs because dialogue journal gives an opportunity for the students to learn writing with concept learning by practice until it can build students writing habit and students writing ability. Moreover, it makes students easier to write because it makes students open their thoughts freely, so they can write everything they think. Thus, dialogue journal is one of the best techniques which can be used to influence the students writing ability. After finishing the research, the reader especially students, English teacher, and the next researchers are suggested to do several suggestion. First, the teachers should apply the dialogue journal as a teaching writing technique to practice students writing ability. Second, the students are suggested to practice writing continually by applying this technique. The last, the next researchers are suggested to apply dialogue journal for the other text types. Then they are also suggested to conduct the research by using this technique to improve students writing ability. Besides, the next researchers can conduct the qualitative research using dialogue journal. BIBLIOGRAPHY Basiswi, Gundah and Anik Nunuk Wulyani. (2012). The Effectiveness of a Dialogue Journal in improving students writing Skill in Narrative Text of The Eleventh Graders. Jurnal Online Universitas Negeri Malang, Vol.2, No.2, pp. 1-8 Brown, H. Douglas. (2001). Teaching by Principle - An Interactive Approach to Language Pedagogy- Second Edition. New York: A Person Educational Company. Brown, H. Douglas. (2004). Language Assessment- Principle and Classroom Practice. New York: A person Education Lt. Daniels, Harvey Smokey and Elaine Daniels. (2013). The Best-Kept Teaching Secret. Oaks: Corwin A SAGE Company. Ellis, Rod. (1997). Second Language Acquisition. New York: Oxford University Press. Fraenkel, Jack R. and Norman E. Wallen. (2009). How to Design and Evaluate Research in Education. New York: McGraw-Hill. Harmer, Jeremy. (2004). How to teach Writing. Essex: Person Education Limited.

11 Knapp, Peter. Watkins, Megan. (2005). Genre, Text, Grammar- Technologies for Teaching and Assessing Writing. Sydney: University of New South Wales Press Ltd. Larsen-Freeman, Diane. (2003). Techniques and Principle in Language Teaching- Second Edition. New York: Oxford University Press. Linse, Caroline T. (2005). Practical English language Teaching Young Learner. New York: McGraw-Hill. Peyton, Joy Kreeft. (2000). Dialogue journal- Interactive Writing to develop Language and Literacy. ERIC Digest, No , pp Putra, Yuhandri Eko. (2012). Teaching Writing by Using a Dialogue Journal Strategy for Grade Ninth Students at Junior High School. Jurnal STIKIP PGRI, Vol. 1, No. 4, pp Richard-Amato, Patricia A. (2010). Making it Happen From Interactive to Participatory language Teaching- Evolving Theory and Practice. New York: Pearson education. Urdan, Timothy C. (2005). Statistics in Plain English. New York: Lawrence Erlbaum associates, Inc.