Jurnal Ilmiah Mahasiswa Pendidikan Bahasa Inggris

STKIP PGRI Bandar Lampung

http://eskrispi.stkippgribl.ac.id/

THE INFLUENCE OF DIALOGUE JOURNAL TECHNIQUE TOWARDS STUDENTS’

WRITING ABILITY AT THE ELEVENTH GRADE OF
SMA NEGERI 5 BANDAR LAMPUNG

Tri Saptono,1 Imam Subari,2 Siti Rohimah3

123
STKIP PGRI Bandar Lampung
1
saptonotri83@gmail.com , 2imam_subari230@gmail.com, 3imayes025@gmail.com

Abstract: The aims of this research was to know the Influence of Dialogue Journal
Technique towards Students’ Writing Ability at the Eleventh Grade of SMA Negeri 5
Bandar Lampung. This research was descriptive quantitative research. In this
research, the writer used experimental method and the populations of this research
were 350 students. In this research, the writer took two classes as sample of the
research, the first class was XI MIPA III as the experimental class and the second was
XI MIPA IV as the control class. In taking the sample of the research, the writer used
cluster random sampling technique. The writer used written test to collect the data,
students were asked to make a composition which had at least 150 words based on the
topics given. In analyzing the data, the writer used t test formula. The result showed that
the average score of students’ writing ability who learn writing through Dialogue
Journal Technique was higher than the average score who learn used conventional
technique (77.05>67.02). The writer also found that t test was higher than ttable at
significance level 5% and 1% (5.48>2.00<2.66). It means that there was an influence
of Dialogue Journal Technique towards students’ writing ability at the eleventh grade
of SMA Negeri 5 Bandar Lampung in academic year 2018/2019.
Keywords: Dialogue Journal Technique, writing ability.

INTRODUCTION media but also for giving information to

Writing is one of the skills that
should be mastered in order to be able
to produce a piece of writing in English.
Writing involves more than just
producing words and sentences. When
people are writing something, they
used ordering words in order to make
their writing is understandable easily.
A writer should be able to write
connected series of word and sentence
which are grammatically and suitable
purpose intended for the readers.
Everyday many people do writing
activity by using mobile phone or
computer to send a message or to type
something It has purpose not only for
the reader. Writing is one of the skills in
learning English in which people
express their idea in written form. In
writing, students can share their
opinion by word to word and share it in
written text.
In teaching writing, it is important
for the students to know the rules of
writing. In this ocassion, the teacher
should be able to use many strategies
and techniques to make students easy
in understanding the rules of writing.
However, there are so many students
who get difficulty in writing. They
cannot write well because they do not
know vocabulary and grammar well.

1
They also cannot share everything in
their mind into good paragraph in
writing. In addition, the students are
lack of experiences in writing and they
are rare to write in English in their
daily live. Besides that, writing is not
aesy subject because does not only
transcribes language into written
symbols but also transfer the idea in
written form. possibly the teacher is
hardly able to find proper way or
technique in teaching writing.
Therefore, the writer tried to make the
problem solved. The writer tried to use
strategy and technique by using
appropriate technique which can help
the students to write about everything
and help students share their ideas,
opinion and experiences through
written form.
There are some techniques that
can be used in teaching writing. The
techniques in teaching writing can be
success if the teacher can apply it well.
One of the techniques that can be
applied in teaching writing is Dialogue
Journal Technique. It is a way of
communicating with others constant
written communication over a specified
period. Since the teachers use the
dialogue journals technique, the
students build their self-confidence and
build their motivation. In dialogue
journal technique, the students can
make conversation with the teachers or
other students through written form or
written dialogues as well. In this
technique, the students can improve
their grammar and vocabulary if the
students write as much as they know
about thoughts, experiences, reactions
to text, or issues of important to them,
and teachers respond to the content of
students’ entries by sharing
experiences, ideas, and reactions as
well.
Based on the preliminary research at
SMA Negeri 5 Bandar Lampung, the
writer found that the students faced
some problems when they write in
English. The first problem relates to the
students’ vocabulary mastery. Most of
them did not know English words when
they are going to write something by
using English. In addition, low
proficiency of vocabulary used also
influence students in constructing
English sentences. The second problem
is students have limited knowledge of
English grammar. Students will be able
to construct English sentences if they
understand English grammar well,
because of English grammar contain
about the role of sentence structure.
The third problem is due to the
students’ interest in learning writing.
Based on the factors above, the
students think that English is difficult
subject especially writing. Therefore,
they feel afraid to express their own
idea. The students cannot write the
English words well. The fourth problem
relates to the limited teaching
techniques used in teaching writing. In
this case, both of students’ ability of
English and teaching technique in
learning activity influence them in
learning English especially writing.
Regarding the explanation above,
the writer is interested to apply
Dialogue Journal technique in teaching
writing to know whether it can
influence students’ writing ability.
Therefore, the writer conducted the
research entitled ‘“The Influence of
Dialogue Journal Technique towards
Students’ Writing Ability at the
Eleventh Grade of SMA NEGERI 5
Bandar Lampung in Academic Year
2018/2019”.
The objective of research is to
know whether there is or not an
influence of Dialogue Journal technique
towards students’ writing ability.
FRAME OF THEORY
Writing
 Writing is not a language, but
writing is a tool used to make language
be read. Writing relies on many of the
same structures as speech, such as
vocabulary, grammar and language
used with the added dependency of a
system of signs or symbols. Brown
(2004: 218) stated:
Writing was a skill that was the
exclusive domain of scribes and
scholars in educational or religious
institution. It means that almost every
aspect of everyday life for common
people was carried out orally. Business
transaction, records, legal documents,
political and military agreements al
were written by specialist whose
vocation it was to render language into
the written word. It means that the
ability to write has become an
indispensable skill in our global
community. Harmer (2004: 12) stateed:
Process of writing is a way of
looking what at people do when
they compose written text”. It
means that writing is not aesy
subject because does not only
transcribes language into written
symbols but also transfer the idea
in written form. According to
Trible (1996:3).
“Writing is a language skill which
is difficult to acquire.” It means
writing refers to the complex
process which consists of some
important roles in it. Not all the
people can make good writing.
Before the students have to write,
they should be able to listen,
speak, and reading. Generally, in
writing the students had to
adequate grammar and
vocabullary.
According to Harmer (2004: 31)
states that writing encourages
students to focus on accurate
language used because they write
as they think. It may well provoke
language development as they
resolve problems which the
writing put into their minds.
In the process of learning writing,
there are types of writing performance.
According to Brown (2004: 220) there
are four types of written performance
they are:
(1) Imitative: To produce written
language, the learners must attain
skils in the fundamental, basic
tasks of writing letters, words,
punctuation, and very brief
sentences.
(2) Intensive: Beyond the
fundamental of imitative writing
are skills in producing
appropriate vocabulary within a
context, collocations and idioms,
and correct grammatical features
up to length of a sentence.
(3) Responsive: Here, assesment
tasks require learners to perfome
at a limited discourse level,
connecting sentences into a
paragraph and cheating a logically
connected sequence of two or
three paragraphs.
(4) Extensive: Extensive writing
implies successful management of
all the processes and strategies of
writing for all proposes, up to the
length of an essay, a term paper, a
major research project report, or
even a thesis.
In writng, there some elements to
make a piece of writing be good, it is
supported by Harmer (2004:4-5); they
are:
(1) Planning: When planning, writers
have to think three main issues. In
the first place they have to
consider the purpose of their
writing since this will influence
amongst other things not only the
type of text they wish to produce,
but also the language they use and
the information they choose to
include. Secondly, experienced
3
 writers to think of the audience
they are writing for. Thirdly
writers have to consider the
content structure of the writing.
(2) Drafting: As the writing process
into editing, a number of drafts
may be produced on the way to
the final version.
(3) Editing: Once writers have
produced a draft they then,
usually, read through what they
have written to see where it
works and where it doesn’t.
Perhaps the order of the
information is not clear.
(4) Final version/draft: Once writers
have edited their draft, making
the changes they consider to be
necessary, they produce final
version.
Based on the theories above, the writer
concluded that writing is a process to
think deeply end and to convey the
message to the reader by producing a
sequence of sentences arranged in
particular order and linked together in
certain ways.
Purpose of Writing
According to Maximilian in
O’Malley and Pierce (1996:137-138)
there are at least three purposes in
writing. They are informative,
expressive and persuasive. Based on
the statement above, here are the
purposes of writing:
(1) Informative: It means that the
writers share knowledge and give
information, direction and
ideas.Informative writing
educates the reader by imparting
straightforward information on a
certain topic.
(2) ExpressiveIt means that the
writers want to produce stories or
essays based on the observations
of people, objects, and places or
may include creative speculations
and interpretations.Expressive
writing literally comes from the
writers’s core. It is personal and
emotional writing without regard
to form or other writing
conventions, like spelling,
punctuation, and verb agreement
(3) Persuasive: It means that the
writers attempt to influence the
other and initiate action or
change. The writers try to change
reader’s mind from the close mind
to open mind.
Based on the theory above, the writer
assumed that to focus on the goal of
writing the student have to decide the
selecting words and focus on the steps
or process in writing so that their
writing might be good and have limited
mistakes.
Function of Writing
Writing is used in several place in
different aspect and also provide a
different function. It is supported by
Halliday (1983:40-41) writing has
three kinds of fuction such as:
(1) Primarily for action: It is used at
trafic signs, product lebels and
instructions, toys purchased,
televisions and radio guides,
telephones directories, computer
manuals and for the other social
contacts.
(2) Primarily for information:It is
used in newspapers, current affair
magazines, non-fiction books,
textbooks, public notices,
adversations, political pamphlets,
reports, guidebooks and travel
literature.
(3) Primarily for entertainment: It is
used to magazines, comic strips,
poetry, drama and games.
Based on the explanation above,
writing took an important role in
creating many aspects in social, politic,
jurnalism and especially in Education
and it is clear that writing has many
functions in our daily life in the society.
Component of Writing
To know that the students have
good writing, the teacher should know
the component of writing. According to
Heaton (1975: 135) that there are five
components of writing as follows:
(1) Language use: Langauge use is the
ability to write correct and
appropriate sentences.
(2) Mechanical Skills: Mechanical
skills is the ability to use correctly
those conversations peculiar to
the written language – e.g.
Punctuation. Spelling.
(3) Treatment of content: Treatment
of content is the ability to think
creatively and develop thoughts,
excluding all irrevelent
information.
(4) Stylistic skills: Stylistic skills is the
ability to manipulate sentences
and paragraphs and use language
effectively.
(5) Judgement skills: Judgement skills
is the ability to write in an
appropiate manner for
particular purpose with a
particular audience in mind
together with an ability to select,
organise and order relevant
information.
Teaching Writing
Teaching is guiding and
facilitating learning, enabling the
learner to learn, setting the condition
for learning. Teaching writing is to
teach the students how to express their
idea or imagination in written form. It
means that in the teaching process the
teacher should be able to facilitate and
guide the students about what the they
need in the teaching and learning
process so the condition of learning
would be controlled well.
Harmer (2001: 257) in teaching of
writing we can focus on the product of
that writing or on the writing process it
self. It means that in teaching writing
the teachers should know and focus
about the process of writing so we can
produce a product of writing well.
Through writing, people can express
their ideas, experiences, thought and
feeling by using a conventional
symbols. In addition, Corvits (2004: 2)
said that:
Teaching writing is filled with
contradictions and challenges that
we strive to overcome in our
determination to teach writing
well”. It means that, to explore
some of them, raising about
teaching writing well may
stimulate constructive discussion
with your peer or partners.The
way we respond to our students’
writing – in order to a process-
writing approach to work well,
some teachers may need to
rethink the way in which they
react to their students’ work.
a In teaching writing the teacher
should be able to motivate the students’
interest. Harmer (1991: 53) stated that:
When teaching writing, therefore,
there are special considerations to
be taken into account which
include the organizing of
sentences into paragraphs, how
paragraphs are joined together.
Based on the statement above, teaching
learning writing is getting more and
more essential today. It should be
mastered in order to be literate but in
Indonesia students in Junior high
school commonly have only little
enthuisiasms for their writing task.
Principles of Teaching Writing
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 According to Nunan (2003: 92:94)
there are some principles of teaching
writing as follow:
(1) Understand your students’
reasons for writing. In this case,
teacher should determine suitable
goals to the students or
curriculum that obtain to increase
the students, writing ability.
Teachers should pay attention for
the students need to write
something.
(2) Provide many opportunities for
students to write. This section
explain that teachers observe
eriting activity through lesson
plans for example time
management, interesting
materials, good teaching media
and teaching learning process in
writing activity. Teachers also
determine the material based on
their grade.
(3) Make feedbaack helpful and
meaningful. Teachers should give
comments on students’ paper but
make sure they understand the
vocabulary or symbols teacher
use. To make them understand,
take time to discuss them in the
class.
(4) Clarify yourself and your students,
how their writing will be
evaluated. Teachers gives the
scores to students’ paper
objectively based on the scoring
technique in writing based on
grammatical, mechanicsm
language use, vocabulary and
contents.
Component of Teaching Writing
To know that the students have
good writing, the teacher should know
the component of writing. According to
Heaton (1975: 135) that there are five
components of writing as follows:
(1) Language use: the ability to write
correct and appropriate
sentences. Its means that in
writing, we need to use the
correct and appropriate
sentences.
(2) Mechanical skills: the ability to
use correctly those conventions
peculiar to the written language
means that as a writer, we have to
be able to change the conventions
peculiar to the written language.
(2) Treatment of the content: the
ability to think creatively and
develop thoughts, excluding all
irrlevant information means that
the writer should be able to think
creatively to develop their writing.
(3) Stylsitic skills: the ability to
manipulate sentences and
paragraphs, and use language
effectively means that in writing
we should be able to manipulate
sentences and paragraph, and use
the language well.
(4) Judgement skills: the ability to
write in an appropriate manner
for a particular purpose with a
particular audience in mind,
together with an ability to select,
organize, and order relevant
information.
Based on the explanation above, the
writer concluded that the teachers have
to give the detail explanation about the
whole components and the teachers
should teach five components above
clearly in order to produce good
written text
Principle of Teaching Writing
According to Nunan (2003: 92:94)
there are some principles of teaching
writing as follow:
(1) Understand your students’
reasons for writing, In this case,
teacher should determine suitable
goals to the students or
curriculum that obtain to increase
the students, writing ability.
Teachers should pay attention for
 the students need to write
something.
(2) Provide many opportunities for
students to write. This section
explain that teachers observe
eriting activity through lesson
plans for example time
management, interesting
materials, good teaching media
and teaching learning process in
writing activity. Teachers also
determine the material based on
their grade.
(3) Make feedbaack helpful and
meaningful. Teachers should give
comments on students’ paper but
make sure they understand the
vocabulary or symbols teacher
use. To make them understand,
take time to discuss them in the
class.
(4) Clarify yourself and your students,
how their writing will be
evaluated. Teachers gives the
scores to students’ paper
objectively based on the scoring
technique in writing based on
grammatical, mechanicsm
language use, vocabulary and
contents.
Dialogue Journal
Dialogue journals can be good
means for the acculturations,
assimilation, and adjusment of
students. Rana (2000:3) stated that:
Dialogue journals, as their names
imply, refer to the written
dialogues or conversations that
routinely take place between
learners and their teacher and
sometimes among learners
themselves as well. These are
written conversation in which a
learner and teacher or another
writing partner communicate
regularly, daily, weekly, or on a
schedule that fits the educational
setting over a semester, school
year of course. In addition,
Barkley (2005: 236) explained
that:
Dialogue journal offer a formal
medium for students to record
their thoughts, connect
coursework to their personal
lives, and ask each other
questions. The journal can be
particularly effective when
writers know that someone who
is also interested in the topic will
read and respond to their entries.
Dialogue Journal is a technique which
students can express their ideas,
thought, feeling and experince using
written form. By applying dialogue
journal students can get many benefits
such as they can build their self-
confidence and their motivation in
writinng. According to Linnell (2010:2)
there are three main benefits of using
dialogue journal, they are:
(1) They are effective tools for dealing
with the challenges of large
classroom. For instance if there
are fifty students in a class,
teachers can hardly talk to each
individual students of their class,
but they can know about their
students if they ask them to write
journal regularly.
(2) Learners can bring their
experiences, social and cultural
backgrounds in their classroom
that might inform other students
about their classmates’ lived
experience and socio cultural
backgrounds if they share to
whole class. As a matter of fact, it
not only includes authentic
information but also focuses on
meaningful communication.
Based on the explanation above, the
writer concluded that when the
students keep on writing dialogue
journals their writing would be
increased because they do not need to
7
worry about the content and
correctness. While writing journals, its
aim to express their self, so that they do
not have a pressure
Procedure of Using Dialogue Journal
According Barkley (2005: 236-
237) mentioned there are series that
should be follow in setting up Dialogue
Journal Technique, those are:
(1) On a fresh in the journal, students
draw a vertical line about one
third of the page from the margin.
The writer writes in the left, the
responder writes in the right.
(2) The writer enters comments or
questions after reading an
assigment, hearing a lecturer,
performing a task, engaging in an
activity, or listening to a
discussion, and dates and signs
the entry.
(3) The writer gives the journal to the
responder who reads the entries
and responds with comments,
suggestions, answer, questions,
and so forth, also dating and
signing the entry
(4) The instructor may read the
journal to clarify points, answer
question, and comment on or
evaluate the quality of
observations and responses.
Based on the explanation above, the
writer concluded that when the
students keep on writing dialogue
journals their writing would be
increased because they do not need to
worry about the content and
correctness. While writing journals, its
aim to express their self, so that they do
not have a pressure. The above
description show that dialogue journal
technique can improve students’
writing ability especially in the
structure of writing, vocabulary and
grammatically used.
METHOD
Method of the Research
This research was conducted in
SMA Negeri 5 Bandar Lampung at the
eleventh grade. The objective of this
research is to know and describe
whether there is an influence of
dialogue journal technique towards
students’ writing ability.
In this research the writer used
descriptive quantitative research. To
conduct the research, the writer used
quasi experimental design. According
to Mackey (2005:363). Quasi
experimental research is a type of
experimental research but without
random assignment of individuals.
In doing the research, the writer
used two classes which is chosen
randomly to know the effect that occurs
from a variable after the treatment. The
first is used as experimental class in
which the writer used Dialogue Journal
technique in teaching writing and the
second class is used as a control class in
which the writer used conventional
technique in teaching writing. The
writer applied Dialogue Journal in
teaching writing to know the effect of
Dialogue Journal towards students’
writing ability.
The Population in this research is
all of the students of the eleventh grade
at SMA Negeri 5 Bandar Lampung in
2018/2019. It consists of 350 students
from tenth classes.
In collecting the data of students’
writing ability, the writer used writing
test. The kind of the test was the writer
provides topic and asked the students
to make composition which consist at
least 150 words based on the topic
choosen. In counting the result of
research, the writer used t-test formula.
In determining the sample, the
writer used cluster random sampling
by taking the sample of the research
randomly. The writer selected two
classes from tenth classes to be
research sample. Walter (2003:174)
said that “cluster sampling is a
naturally occuring group of individuals
rather individuals from defined
population”.
In cluster random sampling, the
writer draw a random sample of the
class which would be used as the
sample of the research. In this case, the
writer took two classes randomly as the
sample from the population at eleventh
grade of SMA Negeri 5 Bandar
Lampung.
Research Measuring Instrument
In this research the writer gave
the students some topics appropriate
with their writing material. The writer
asked to the students to make a text
appropriate with the topics given at
least 150 words.
Validity of the Test
Test can be valid, if the test
measure the object that should be
measured and suitable with the criteria
whether the test good validity refers to
extend to which the test meansure. An
instrument should be valid that can be
used to meansure the object corectly. To
know the validity of the test, the writer
used content and construct validity.
In this research the writer used content
validity. According by Mackey
(2005:352) “Content validity is the
extend to which a test or
meansurement device adequately
meansures the knowledge, skill or
ability that it was design to measure. In
this case, the material of the test would
follow the syllabus of the of eleventh
grade.
Readability of the Test
In this research, to know weather
the test is readable, the try out was
given out of the samples. If the result is
more than 75% of respondent give YES
answer to each item of the readability
test. It can be concluded that the item of
writing test is readable.
The Result of Readability Test:
Table 2
Result of Readability Test
RESPONDENT
Questions YES NO TOTAL
1 36 0 36
2 35 1 36
3 32 4 36
4 33 3 36
5 36 0 36
From the first questions there was
100% who gave YES answer. From the
second questions there was 97.22 %
who gave YES answer. From the third
questions there was 86.89% who gave
YES answer. From the fourth questions
there was 91.67% who gave YES
answer. And from the last questions
there was 100% who gave YES answer.
The test result showed that 95%
at the average the students give YES
answer. So, the writer concluded that
the test was readable and could be used
to measure writing ability in this
research.
REPORT AND DISCUSSION
Report
In this part, the writer would like
to explain about data normality test of
experimental class, data normality test
of control class, homogenity test of
variance, hypothesis test, equality test
of two average, and different test of two
average.
Data Description
In conducting the research, the
writer took two classes to do the
research, the first was XI MIPA III as
experimental class and XI MIPA IV as
control class. After conducting the
experiment and all the activity, the
writer gave the test by using
instrument that was gotten agreement
by the advisor. The students’ scores are
9
distributed into 2 categories the first
scores of the students who are taught It was obtained S = = 1,83
by using Dialogue Journal Technique,
and the second scores of the students And t-test =5.48
who are taught by using conventional Equality Test of Two Average
technique. The description of the To know the equality test of two
students’ score in each category as averages, the writer consulted t-test with
follows: t-table (by looking at G table). It was got
Normality Test of Data ttest (5.48>1.67<2.39). Criterion Ha
accepted if ttest> ttable .Therefore, Ha was
The Result of Normality Test for accepted, it means that there was an
Experimental Class and Control Class as influence of using it means that there
follows: was an influence of using dialogue
journal technique towards students’
Experimental class
writing ability at the eleventh grade of
X2ratio = 3.92
SMA Negeri 5 Bandar Lampung in
X2table for (0.05) = 7.81
2018/2019.
X2table for (0.01) = 11.3
Difference Test of Two Average
Control class
To know the differences of two
X2ratio = 2.82
averages, the writer consulted t-test with
X2table for (0.05) = 7.81
t-table (by looking at G table). It was got
X2table for (0.01) = 11.3
ttest was higher than ttable (5.48>2.00<
2.66). Therefore, Ha was accepted. It
Criterion test: if Xratio < X2table = it means
means that the average score of
that both data have normal
students’ writing ability which was
distribution.
taught through dialogue journal
technique higher than which was
Homogeneity Test of Variance
taught through conventional technique
After analyzing the data, the
at the eleventh grade of SMA Negeri 5
writer found that ftable at significance
Bandar Lampung in 2018/2019.
level of 0.05 is 1.80 and 0.01 is 2.30 and
fratio is 1.02 So, Ho is accepted (1.02 <
Discussion
1.80 < 2.30) because fratio < ftable. It
In this research, the researcher
means that the variance of the data in
used two classes as sample of the
experimental class and control class are
research. The first class as
homogeneous.
experimental class that was XI MIPA III,
and the second as control class that was
Hypothesis Test
XI MIPA IV. In the experimental class
The formula for testing
the researcher applied the teaching
hypothesis, the writer used statistical
process using Dialogue Journal
formula as follows:
Technique and in the control class the
researcher using conventional
technique. The score of students in
experimental class was higher than in
With : control class. It was successful.

Based on the data analysis by using t test

and testing of hypothesis. The
researcher got the result that H a was (2001). The Practice of
accepted. It showed by ttest was higher English Language Teaching. New
than ttable with significance level 5% and York: longman
1% (5.48>2.00<2.66). It means that
there is significant influence of (2004). How to Teach
Dialogue Journal Technique towards Writing. England: England:
students’ writing ability. It was proved Person Education Limited.
by the average score in experimental Longman
class was higher than in control class
(77.05 >67.02 and 5.48>2.00<2.66). Mackey, A. And Gass, S.M. (2005).
Second Language Research:
CONCLUSION Methodology and Design.
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influence of Dialogue Journal Technique
towards Students’ Writing Ability at the O’Malley and Pierce. (1996: 137-138)
Eleventh Grade of SMA Negeri 5 Bandar in Maximilian. Writing 3.
Lampung in 2018/2019.
Sudarmaji. (2010). Pedoman Penulisan
Karya Ilmiah. STKIP-PGRI
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