International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” DIALOGUE JOURNAL WRITING: AN INNOVATIVE WAY FOR BUILDING ISLAMIC COLLEGE STUDENTS’ SKILL AND MOTIVATION IN WRITING Dr.Darmayenti, M.Pd Adab and Humaniora Faculty of State Institute for Islamic Studies Imam Bonjol Padang,West Sumatera E-mail: [email protected] ABSTRACT This paper is aimed at discussing on how dialogue journal writing builds students’ skill and motivation on English writing. Lack of ideas, vocabulary mastery and motivation in writing are the main students’ problems of at State Institute for Islamic Studies Imam Bonjol Padang. Thirty three of Arabic students in academic year of 2016/2017 participated in the study, and each student was required to write 1 journal entry per week in various topics. The students’ journal entries and result of students’ pre test and post test of writing had been collected in 7 weeks. The five writing aspects mentioned by Jacob were used as the basis of analysis. This research also analyzed students’ responses on implementation dialogue journal. The result of the research showed that dialogue journal writing improved students’ writing skill on all of writing components and effected students’ intrinsic motivation in writing. The mean score of students’ pretest was 52 and improved 81 for writing skill. Dialogue journal writing increased their intrinsic motivation so that they could get along better with others; shared their ideas, feelings; and strengthened their confidence in English writing. The finding implies that the English lecturers have to use dialogue journal writing to enhance the quality of teaching and the students’ English writing skill at State Institute for Islamic Studies Imam Bonjol Padang. Key words: Dialogue journal writing, motivation, writing skill INTRODUCTION The main objective of the instruction of English as one of compulsory subjects at the first and the second semester students at State Institute for Islamic Studies Imam Bonjol Padang is to provide students with good performance of spoken and written English as well as Arabic language so that they are able to participate in various academic activities. English writing is as one of skill to be quiet mastered by any major of students at colleges in order to explore their English competence. Every student should be given the chance to view writing as a way to represent life experiences. To give students this experience, lecturers must show their students that they see the value in and potential joy of writing. Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader 1716 Universitas Ekasakti, Padang, 10 – 11 April 2017 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” requires a certain technical capacity which involves cognitive-psychomotor cooperation (Nunan, 1988; Harmer, 1991). For numerous learners, nonetheless, English writing appears to be challenging. In terms of fluency, producing a coherent, fluent, extended writing piece is likely the most difficult thing in language since the reader has to comprehend what has been written without asking for clarification or relying on the writer’s tone of voice or expression. Therefore, lecturers should be able to create meaningful atmosphere, joyfully, creative, dynamic and dialogic of education (Indonesia Law, No 20/ No 20/ 2003); Law No 14 /2005 and law No 37 / 2009). It implies that teaching process should be shifted from talking about language to doing something with language. Thus, the atmosphere of the writing classroom should be warm and supportive, and nonthreatening. It helps the students can work together, assist each other, and review each other’s texts. English lecturers, for instance, create classroom writing and home writing assignments communicatively. It should be thought of as complementary to classroom writing development and should be used as a supplementary tool to enhance writing skill. In order to write well, it is better to have an understanding of grammatical structures, vocabulary, and tense usage. Related to the result of test and interview with various major of students at IAIN, however, many students still got problem in writing skill. The majority of them were unable to produce a piece of writing that was accurate. This was a challenge for not only the students enrolled in English programs, but for many students with different majors. Some of reasons they had were they generally thought that they did not possess enough vocabulary to express their ideas; they had problems on grammar; they had difficulties in one or more aspects of writing skill such as content, proper use of grammar, conventions, punctuation, capitalization, spelling, and some of the basic and initiating aspects of writing and language use in their essay examinations; they preferred to keep reading instead of writing something in English in the classroom; and they felt hard to create the idea to write. In addition, they had lack of practice in generating ideas and verbalizing these in English. Although they had been learned at Senior High School how to compose well-organized short essays which consist of two paragraphs (120-150 words) (Darmayenti,2015 ). Thus, to get the same practice with writing, they need to be writing as frequently and regularly. They need an appropriate technique or strategy to help them to write. Universitas Ekasakti, Padang, 10 – 11 April 2017 1717 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” In addition, lack of motivation was also one of important factor to force the students to write. Motivation plays a significant role in one’s success (Hurd, 2006:233). Intrinsic motivation is the important one to solve one’s problem. Intrinsic is defined as the enjoyment of the engaged task or a sense of fulfillment an individual acquires from engaging something (Ryan & Deci, 2000:81). A person’s intrinsic motivation is highly related to the activity engaged in. English lecturers mostly assessed students’ writing were often too disheartening and failed to develop their interest in writing. They tended to correct students’ grammatical and mechanical errors part of their obligation and regard themselves irresponsible if they leave students’ mistakes uncorrected. However, some students view error correction as discouraging. Teachers’ red marks may distract students’ attention from the message and the content. This distraction, frustration, and discontent reduce students’ intrinsic motivation in English writing. Therefore, they need an opportunity to freely express their feelings and opinions to empower them to gain the ownership of their writing. Based on the facts above, one of way to overcome the students’ problems and motivate them on writing is implementation of Dialogue Journal Writing in teaching process. Dialogue journal writing is a written conversation between two people in which the student and the teacher communicate regularly whether is daily, weekly depending on the educational setting (Peyton, 2000:46). Dialogue journal writing is a method that can help solve problems about learner’s writing ability (Hiemstra, 2001:3). The goal of dialogue journal is to communicate through writing not on form ((Jones & Jones, 1986; Wang, 1996). Thus, students can write freely, without focusing on form. Teacher-student or student-student can be engaging in writing activity. Teachers do not correct errors but write and respond as a partner in a conversation (Peyton & Reed, 1990). Topics are not assigned and they are free to write on their preferred topics. In this case, the students may write much as they choose and the lecturer writes feedback regularly, respond to the students’ questions, asking questions and comment, introduce new topic. The lecturer is as a participant in ongoing, written conversation with the students rather than as evaluator who corrects or comments on students’ writing skill. The improvement of the written forms of language and syntax can be made two important ways. First, the willingness to express the thoughts and ideas while taking part in real dialogue may encourage and lead the students to search for the correct use of grammatical structure, spelling, or meaning of word (Jones, 2006). 1718 Universitas Ekasakti, Padang, 10 – 11 April 2017 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” Second, by taking part in a communicative act through writing, students may acquire the written linguistic structure unconsciously (Krashen & Terrell, 1983). The main objective of using dialogue journals in the English language classroom is to give students more time and opportunities for writing so they can experience the pleasure of communication through the written word and at the same time become better writers in English. Through a dialogue journal, teacher and every student can do communication freely. Other beneficial of this technique is that the students can encourage more shy students to have a dialogue as well (Jones & Jones, 1986). One more community builder is that the teacher can offer praise, encouragement or simply understanding without the student feeling uncomfortable with peers. In addition, students at first may feel afraid to write, but after some encouragement and experience writing in the non-threatening context about subject matter they enjoy, they develop confidence and a more open attitude toward writing (Peyton & Reed, 1990). Furthermore, dialogue journal can increase students’ skill in writing and motivation. One of the areas that can greatly benefit from dialogue journaling is fluency, that is, the ability to communicate fairly easily and effectively through the written word(Jones, 2006). There are four areas that are considered necessary for fluency in writing. First of all, one should be able to write easily and not spend a lot of time agonizing over what or how to write something. Secondly, the meaning must come across in understandable sentences. Next, one should be able to use writing for many different purposes. Finally, the writing should be creative and imaginative (Gutstein, 1983). Some researchers have proved that Dialogue Journal Writing is better to improve students’ skills in such speaking, reading comprehension, writing skill on email. Dialogue Journal can also improve students’ learning strategy, anxiety and motivation (Gambrell, 1985; Bode, 1989; Wang, 1996; Holmes & Moulton, 1997;Bain, Ballantyne, Packer, & Mills, 1999);Liao & Wong, 2010;Muflikhati, 2013; Aziz & Magdalena, 2016). It can also improve deaf students to write (Kluwin & Kelly, 1991).Using Dialogue journal writing can enhance intellectual growth and development is achievable by most learners, especially as they gain more experience with the writing or recording procedures; can increase self-confidence not only in the classroom but in many other settings; can helps in the solution of problems; and can improve various aspects of personal health(Hiemstra, 2001:19). Universitas Ekasakti, Padang, 10 – 11 April 2017 1719 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” Although dialogue journal writing has been shown to play a useful role in enhancing students’ English writing skill, motivation, and awareness, and reducing English writing anxiety in the previous studies, the participants in those studies are usually young children or adults. Little attention has been given to the effects of dialogue journal writing on Islamic college students. In addition, little research has been conducted to survey EFL students’ intrinsic English writing motivation before and after dialogue journal writing, or their responses to this technique. Related to facts above, this study examines how dialogue Journal writing builds students’ English writing skill and their English writing motivation at Islamic Studies of Imam Bonjol Padang. The researcher used diary as a media for the students to write. Diary is a set of notes about what one is thinking, doing, feeling at a particular moment. Using diary, the students are freely to explore their ideas and feeling. Some researchers have proved that diary can improve the students’ writing skill in various genres and different level of the students (Barjesteh, Vaseghi, & Gholami, 2011; Aprilia, 2015; Ramadhani & Lestiono, 2016). For testing students’ writing, essay type was used. Essay writing is a process and needs to be done in various stages, namely; understanding the task, plan and prepare, write first draft, review first draft, Write, and final draft (Greetham, 2013). Writing an essay is an opportunity to learn the material and to show what it is known. It is an opportunity to read more widely around a subject area. This guide will take the writer through these steps and help them on their way to producing a good essay. Some researchers have searched English essay writing in different areas (Narita, Sato, & Sugiura, 2004; Maros, Tan, & Salehuddin, 2007; Ahmed, 2010). Concerning on the strength of Dialogue Journal Writing as an innovative way to build and solve the students’ skill on English writing as well as motivate them to write, the researcher was interested in applying this method for the students at State Institute for Islamic Studies Imam Bonjol Padang. This research paper is aimed at finding out how the use of dialogue journal writing affects each component of writing skill and to know how significance the students’ writing improvement was. This research was also conducted to find the effect of dialogue journal writing towards students’ motivation in writing. The finding implies that the English lecturers have to use dialogue journal writing to enhance the quality of teaching and the students’ English writing skill at State Institute for Islamic Studies Imam Bonjol Padang 1720 Universitas Ekasakti, Padang, 10 – 11 April 2017 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” METHODS Thirty three active students at first semester in academic year 2016/2017 of Arabic class participated on this research. The study was conducted for 7 weeks. In the beginning of the semester, the students were asked to take a pretest in one 50-minute class period before the dialogue journal writing project. The instrument of this research were an essay writing test that proposed by Gronlund (Gronlund, 1998) and questionnaire was used in order to identify students motivation in writing. The questionnaire was designed in a five point (5-1) based on Likert scale ranging from strong agree to strongly disagree. The items of questionnaire were adapted from Sandman (1993). The items were designed to examine the students’ fondness for dialogue journal writing activity. The indicators in writing skill were used content (2730), organization (18-20), vocabulary (18-20),language use (20-25), and mechanics (5) (Jacobs & others, 1981:90; Spielberger, Jacobs, Russell, & Crane, 1983:159). Choosing one of the best of 5 topics to be written was as a form of writing test (how to be a good Muslim, what will you do for your free time, why did you study at IAIN, what did you do last week, and what do you think about English). The procedures that had been conducted were giving a brief introduction on the general purpose of the study and on the guidelines about what needed to be accomplished for the following 7 weeks; then the students participated in the dialogue journal writing project. In addition, before asking them to write, lecturer gave general concepts of how to write briefly in such of using appropriate tenses in their writing. They wrote dialogue journals once a week. The students write freely about their feeling and activities everyday in their diaries. They were required to submit the free topics, writing on their day class to ensure that they would have more time to construct their content on weekends. The students were informed that each piece of writing would be corrected and graded for grammar. After collecting the writings, the researcher as lecturer responded to both submissions based on what they wrote by showing empathy, asking questions, providing suggestions, motivating further thinking, or sharing their life experiences. The lecturer’s comments were usually simple sentences and focused on the messages the students conveyed and on grammatical errors. There appear to be more comments on the preliminary drafts than those on later drafts because the students needed more guidance and comments on content on the preliminary drafts, and the teachers reduced their comments on later drafts to develop independent writing. After Universitas Ekasakti, Padang, 10 – 11 April 2017 1721 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” conducting dialogue journal writing project, the students were asked to take a posttest for 50 minutes and the activity was continued by interviewing some students related to their comments on the project. Finally, the researcher gathered, computed, and analyzed the scores. There were two types of data analysis, qualitative and quantitative. Qualitative analysis was used to describe the students’ responses on dialogue journal writing on students’ writing. Quantitative analysis was used to describe the effect Dialogue Journal Writing and analyze the gain score groups buy using t-test. Samples of the students’ journal entries were also selected and discussed. All the data were input into the computer, and then analyzed through the Statistical Package for Social Science (SPSS17.0). To be more specific, firstly, descriptive statistics such as frequencies means, and standard deviations were computed. Findings Effect of Dialogue Journal Writing towards Students’ Writing Skill The result of the research showed that teaching process was insufficient to elaborate students’ skill on writing English. Teaching process which was conducted by lecturers consisted four phases namely preparation, pre activity, main activity and post activity had not gained the aims of teaching English skill on writing yet. 77.20% of lecturers did not include writing skill on their preparation for teaching. They just focused on grammar and reading (87%). 77.22% of lecturers used traditional rows of class seating arrangement. Most English lecturers tended to assess the students’ English competence through reading test (90%). They rarely paid attention to students’ writing skills (72%). The implementation of dialogue journal writing gave significant influence on English writing skill of Islamic students at IAIN Imam Bonjol Padang. It can be seen from the students’ scores on the following tables below: Table: 1. Data Description of Pre Test and Post Test of Students’ Writing Writing Test Students Mean Standard Deviation t-test p-value Pre test 33 52 4.78 3.397 00 Post test 33 81 5.02 The mean scores are 52 for the pretest and 81 for the posttest. A comparison of the mean scores of the grades between the two tests indicates a gain of 29. The paired t-test is 3.397, and the p-value is .00 (p < .05), which shows a significant difference. It can be 1722 Universitas Ekasakti, Padang, 10 – 11 April 2017 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” concluded that the dialogue journal writing project promoted the students’ writing skill. The students’ mastery on writing skill components can be seen on the following table. Table 2. Students’ Mastery on Writing Skill Components Writing Skill Students Mean Score No Components Before After 1 Content 33 14.35 23.25 2 Organization 12.45 17.35 3 Vocabulary 10.35 18.34 4 Language use 12.61 19.35 5 Mechanics 2.30 3.15 Mean score 52.65 81.44 Based on the table above, it can be seen that students’ mastery on writing components in terms of content, organization, vocabulary, language use, and mechanics can be improved significantly by using dialogue journal writing for seven weeks. The mean score of each item on the participants’ posttest is higher than that on t heir pretest (M = 23.25 > 14.35 for content; M = 17.35 > 12.45 for organization; (M = 18.35 > 10.35 for vocabulary; M = 19.35 > 12.61 for language use; and (M = 3.15 > 2.30 for mechanics. The mean score before doing writing was 52.65 and 81.44 after treatment for seven weeks. It means that the students write and lecturer gives responses intensively towards students’ writing can enhance students to master writing skill well. Generally, based on the students’ writing pre test, post test, it was found that the students were able to develop their skill in writing. It could be seen on their result of writing. In the aspect of the content, the students were able to develop the topic of writing and their ideas put in the writings. In the aspect of organization, the students could use cohesive and coherence in their writings. In the aspect of vocabulary, they were able to use appropriate vocabulary. The aspect of grammar, they were able to use various verb forms and use them correctly. The last, in the aspect of mechanics, they were able to use punctuation, spelling, capitals, etc. The students’ performance on dialogue journal activities fluctuated in each task. In the first journal writing assignment, almost the students just wrote a few sentences with incorrect grammar, spelling, and organization of text. However, on the second and third assignment, average students were able to write better. In a few weeks later, almost the students did writing with various topics well in all aspects of writing components. Universitas Ekasakti, Padang, 10 – 11 April 2017 1723 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” Effects of the Dialogue Journal Writing on the Students’ Intrinsic Writing Motivation The result of analysis of writing students’ scores on their intrinsic writing motivation can be seen on the following table. Table 2. Students’ Intrinsic Writing Motivation Students’ Students Mean Standard t-test p-value Motivation in Deviation Writing Before 33 2.17 2.15 3.31 .02 After 33 4.88 10.02 Based on the table above, it can be seen that the students’ intrinsic motivation on English writing increased significantly after the implementation of the Dialogue Journal Writing (t = 3.31, p = .02). They have been motivated to write everyday in their diaries. Most of the students stated that they enjoyed writing after doing writing through dialogue journal writing. In addition, they will correct their writing as soon as they got from lecturer and they wanted to keep writing diary in English. Correcting on grammar makes them be better in writing. The result of students’ responds of using dialogue journal can be seen on the following table. Table 3. Students’ Responds on Dialogue Journal Writing No Students’ Responds 1 2 3 4 5 6 7 8 9 10 I like dialogue journals because I can express my ideas easily I like dialogue journals because I can decide my own English writing topic I like dialogue journals because I can focus more on my English writing content. I like dialogue journals because my English writing content will not be criticized. I like dialogue journals because I know my idea will be respected. I like dialogue journals because lecturer corrects their grammar errors. I like dialogue journals because they help me understand my thinking better. I like dialogue journals because they promote my English writing motivation. I like dialogue journals because they promote my language ability. I like dialogue journals because they make English writing more meaningful. Mean Score 3.8 4.3 3.7 4.3 4.4 4.7 4.2 4.3 3.8 4.2 Based on the data on the table above, almost all of the students had agreed and given positive responses. 76% (3.8) of the students agreed that dialogue journal can 1724 Universitas Ekasakti, Padang, 10 – 11 April 2017 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” make them express ideas to write English. 86% (4.3) of the students had strong agreed that dialogue journal help them to decide the topic. 74% of the students have focused their English writing content. 86% of the students had strong agreed that their writing content was not criticized. 88% of the students had known that their ideas would be respected by the lecturer. 76% of students stated that lecturer keep correcting about grammar errors. 94% of the students agreed that dialogue journal help them understand better. 86% of the students had strong motivation to write English after getting treatment of dialogue journal writing and 74% and 84% of agreed that their English writing more meaningful. In addition, the result of interview with the students, more than half of the students confirmed that the dialogue journal was an important tool for self-understanding and self-growth. It can be concluded that the students’ responses to all of the items were positive; thus they reacted positively to the Dialogue Journal writing activities. DISCUSSIONS The English integrated teaching process which had been conducted by the lecturers had not gained the purpose of teaching yet at State Institute for Islamic Studies Imam Bonjol Padang. Most of English lecturers did not encourage students’ speaking and writing individually. The weaknesses in instructional teaching techniques can be an important reason for this problem. The fact showed that teaching traditional methods and strategies dominated lecturers’ instruction. These include methods such as lecture (teachers talk and the students listen), passive reading, and independently completing worksheets. They rarely gave opportunities for students to use English individually. They stated that they never got content expectation to cover if they asked the students to do discussion; they lost to control the class; they were difficult to grade the students; and they did not know what to do in group of the students. Most of the students were silent during teaching process. They tended to read rather than speak and write. Related to teaching English process that had been conducted by lecturers was found that most of them use not to give learners the chance to write about whatever they want. However, giving the chance for learners to write freely about what they want is important. Instead of having to follow topics and a style set by the lecturers or curriculum, they can experiment and play with the language, which allows them to learn independently and mature as writers both cognitively and linguistically. For this reason, Universitas Ekasakti, Padang, 10 – 11 April 2017 1725 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” teachers must resist the urge to control the students’ writing and avoid the risk of stunting their growth (Holmes & Moulton, 1997; Larrotta 2008). Dialogue journal writing is as an innovative way to build the college students to be better writer. The result of the research showed that dialogue journal writing gave significant effect to improve students to write English. They have been motivated to write everyday in their diaries. Most of them stated that they enjoyed writing after doing writing through dialogue journal writing. In addition, they will correct their writing as soon as they got from lecturer and they wanted to keep writing diary in English. Their positive responses to the dialogue journal writing were as a tool for self-understanding. Moreover, the students felt that writing was meaningful because they were not writing something dictated by others, which supports the proclamation that humans develop in knowledge and skills through acting on their natural interests (Ryan & Deci, 2000). Dialogue journals can motivate language learners to write more in English. The result of the research has proved that dialogue journal writing is effective to help poor learners to be better writer. Dialogue journal writing has improved students’ English writing components such as content, organization of text, language use, vocabulary, and mechanics in writing. Majority of the students have quiet mastered the component of writing. They are able to develop the topic of writing and their ideas put in the writings. In the aspect of organization, the students can use cohesive and coherence in their writings. They are able to use appropriate vocabulary. The aspect of grammar, they are able to use various verb forms and use them correctly. The last, in the aspect of mechanics, they are able to use punctuation, spelling, capitals, etc. In addition, the lecturers’ roles in responding to students’ dialogue journal entries is to model correct language structure as well as demonstrate more complex language to challenge the learners to extend themselves. Teachers’ entries can provide input slightly above learners’ proficiency level to help them improve their language skills (Krashen’s, 1992;Larrotta 2008). Even though dialogue journals are about content, not structure, the lecturer can give mini-lessons on recurring grammatical errors in students’ journals, even showing anonymous sentences from journals in class to demonstrate correct usage, so long as the sentences are unidentifiable. Students can be trained, through paying attention, to self-correct their grammar mistakes in their dialogue journals. Related to the implementation of dialogue journal in teaching English for the students, there are some benefits can be found. First, dialogue journals can provide the 1726 Universitas Ekasakti, Padang, 10 – 11 April 2017 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” students to create an interaction similar to speech where the writer continually makes adjustments in order to be understood perfectly (Linnell 2010). Proponents of using the dialogue journal in the language classroom view it as an informal written conversation between the students and the lecturer or teacher (Holmes & Moulton, 1997; Larrotta, 2008).Second, dialogue journals can allow insight into the issues and problems their students might be dealing with outside class as well as indicate how they are doing in class. Students appreciate the chance to communicate with the teacher one-on-one through their journals: it makes them feel that they are being heard, that they have a place in the class, and that they are known. Third, the dialogue journal provides a vehicle for shy students to talk (Larrotta 2008). It is not unusual in the language classroom to see learners struggling to find something to write about an assigned topic of little relevance to their lives, but when learners can write about what they know, they find they have a lot more to say. This engagement leads them to grapple with expressing new and complex ideas in English (Holmes and Moulton 1997; Kim 2005). In addition, the permission to write freely about whatever they want prevents writer’s block and reduces fear of writing. Students gain confidence as writers, become autonomous learners, and are more motivated to express themselves in writing (Vanette and Jurich 1990; Holmes and Moulton 1997; Kim 2005; Uduma 2011). Fourth, Journals are mainly a place for students to keep an enduring record of what they have learned. Often it is in the act of writing a response that actual learning takes place, and ideally, this is how critical thinking develops (Miller 2007). Journal assignments also can be individualized to the differing needs or levels of the student (Linnell 2010). According to lecturers who have worked with dialogue journals, there are multiple student benefits to using them in the English language class. Some of these benefits are the increased motivation to write, greater fluency .Student appreciates reading their lecturers’ comments in their dialogue journals, and indeed this enjoyment motivates them to continue communicating. However, while the teacher’s written responses are meaningful for the journal writer and therefore read closely and with great interest, it is important that the teacher be careful not to write more than the student does; this can overwhelm the student’s voice instead of encouraging it to grow (Young and Crow 1992). Teacher responses that only ask a lot of questions or just repeat what the learner says do not promote conversation but suffocate it (Peyton 2000). Universitas Ekasakti, Padang, 10 – 11 April 2017 1727 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” Conclusion and Suggestion Using dialogue journal writing on English teaching classroom at State Institute for Islamic Studies Imam Bonjol Padang has given some valuable input for students’ writing skill and intrinsic motivation. The students have been better writer. Some of these benefits are the increased motivation to write, greater fluency in writing, increased confidence as writers, and the ability to use writing as a means to communicate and express complex ideas. Developing a daily habit of writing and finding writing is easier that learners are becoming more comfortable with the act of writing. It is suggested to the English lecturers to use dialogue journal writing for developing students’ skill and motivation to write. REFERENCES Ahmed, A. H. (2010). Students’ problems with cohesion and coherence in EFL essay writing in Egypt: Different perspectives. Literacy Information and Computer Education Journal (LICEJ), 1(4), 211–221. Aprilia, A. (2015). Improving writing ability of the eighth grade students by using diary writing. Elts journal, 3(1). Aziz, Z., & Magdalena, N. (2016). Using a dialogue journal to develop writing skills. English Education Journal, 7(4), 416–432. Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51–73. Barjesteh, H., Vaseghi, R., & Gholami, R. (2011). The effect of diary writing on EFL college students’ writing improvement and attitudes. In International conference on languages, literature and linguistics, IPEDR (Vol. 26, pp. 43–47). Bode, B. A. (1989). Dialogue journal writing. The Reading Teacher, 42(8), 568–571. Darmayenti & Nofiadri. N (2015). Mingle model for teaching English speaking skill for College Students. Al-Ta lim Journal.Vol.22 No 1 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). McGraw-Hill New York. Gambrell, L. B. (1985). Dialogue journals: Reading-writing interaction. The Reading Teacher, 38(6), 512–515. Greetham, B. (2013). How to write better essays. Palgrave Macmillan. Gronlund, N. E. (1998). Assessment of student achievement. ERIC. Gutstein, S. P. (1983). Using Language Functions to Measure Fluency. Harmer, J. (1991). The practice of English language teaching. London/New York. Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 2001(90), 19. Holmes, V. L., & Moulton, M. R. (1997). Dialogue journals as an ESL learning strategy. Journal of Adolescent & Adult Literacy, 40(8), 616–621. Hurd, S. (2006). Towards a better understanding of the dynamic role of the distance language learner: Learner perceptions of personality, motivation, roles, and approaches. Distance Education, 27(3), 303–329. 1728 Universitas Ekasakti, Padang, 10 – 11 April 2017 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” Indonesia, P. R. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Retrieved from http://eprints.dinus.ac.id/14666/1/uu_20-2003_sisdiknas.pdf Jacobs, H. L., & others. (1981). Testing ESL Composition: A Practical Approach. English Composition Program. ERIC. Jones, A. H. (2006). Essay: Writing and healing. The Lancet, 368, S3. Jones, V. F., & Jones, L. S. (1986). Comprehensive classroom management: Creating positive learning environments. ERIC. Kluwin, T. N., & Kelly, A. B. (1991). The effectiveness of dialogue journal writing in improving the writing skills of young deaf writers. American Annals of the Deaf, 136(3), 284–291. Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Kim, J. 2005. A community within the classroom: Dialogue journal writing of adult ESL learners. Adult Basic Education 15 (1): 21–32.L Larrotta, C. 2008. Written conversations with Hispanic adults developing English literacy. Adult Basic Education and Literacy Journal 2 (1): 13–23. Liao, M.-T., & Wong, C.-T. (2010). Effects of dialogue journals on L2 students’ writing fluency, reflections, anxiety, and motivation. Reflections on English Language Teaching, 9(2), 139–170 Linnell, K. M. 2010. Using dialogue journals to focus on form. Journal of Adult Education 39 (1): 23–28. Maros, M., Tan, K. H., & Salehuddin, K. (2007). Interference in learning English: Grammatical errors in English essay writing among rural Malay secondary school students in Malaysia. E-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 2(2), 15. Muflikhati, A. (2013). Improving students’ writing skills on recount texts through the use of dialogue journal writing of the tenth grade students of SMA Abu Bakar Yogyakarta in the academic year of 2012/2013. Universitas Negeri Yogyakarta. Miller, J. 2007. Inscribing identity: Insights for teaching from ESL students’ journals. TESL Canada Journal 25 (1): 23–40. Narita, M., Sato, C., & Sugiura, M. (2004). Connector Usage in the English Essay Writing of Japanese EFL Learners. In LREC (Vol. 27, pp. 1171–1174). Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press. Peyton, J. K. (1997). Dialogue journals: Interactive writing to develop language and literacy. Teacher Librarian, 24(5), 46. Peyton, J. K. (2000). Dialogue Journals: Interactive Writing To Develop Language and Literacy. Revised. ERIC Q&A. Peyton, J. K., & Reed, L. (1990). Dialogue Journal Writing with Nonnative English Speakers. A Handbook for Teachers and An Instructional Packet for Teachers and Workshop Leaders. ERIC. Ramadhani, E. F., & Lestiono, R. (2016). The use of diary writing to improve eight grade students’ writing skill at SMPN 3 Malang. Erudio (Journal of Educational Innovation), 3(1), 24–31. Universitas Ekasakti, Padang, 10 – 11 April 2017 1729 International Conference on Global Education V “Global Education, Common Wealth, and Cultural Diversity” Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. Sandman, J. (1993). Self-evaluation exit essays in freshman composition: “Now I have new weaknesses.” Teaching English in the Two-Year College, 20, 275278 Spielberger, C. D., Jacobs, G., Russell, S., & Crane, R. S. (1983). Assessment of anger: The state-trait anger scale. Advances in Personality Assessment, 2, 159–187. Uduma, E. O. 2011. Journal keeping in an ESL classroom: An innovative approach in language learning. Journal of Education and Practice 2 (6): 59–63. Undang–undang, R. I. (n.d.). No. 14 Tahun 2005 tentang Guru dan Dosen, 2006. Bandung: Citra Umbara Vanette, L., and D. Jurich. 1990. The missing link: Connecting journal writing to academic writing. In Students and teachers writing together: Perspectives on journal writing, ed. J. K. Peyton, 23–33. Alexandria, VA:TESOL Wang, Y. (1996). E-Mail Dialogue Journaling in an ESL Reading and Writing Classroom. 1730 Universitas Ekasakti, Padang, 10 – 11 April 2017
