SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2012

Ukuran Huruf:  Kecil  Sedang  Besar


Gundah Basiswi




Basiswi, Gundah. 2012. The Effectiveness of A Dialogue Journal in Improving Students’ Writing Skill in Narrative Text of the Eleventh Graders. Unpublished Thesis. English Department, Faculty of Letters, State University of Malang. Advisor: Anik Nunuk Wulyani S.Pd. M.Pd.


Key words: effectiveness, dialogue journal, students’ writing skill in narrative


This study was conducted to investigate the effectiveness of a dialogue journal in improving students’ writing skill in narrative text of the eleventh graders of SMAN 4 Malang. The design of this study was quasi experimental. Th subjects of this study taken from the population of the eleventh graders of IPA at SMAN 4 Malang in the period 2011/2012; they were XI-IPA1 as the control group and XI-IPA4 as the experimental group. Both of the classes were taught by the same teacher. In collecting data, writing prompts were used as the primary instrument for pretest and posttest. The writing prompts provided the students to write narrative paragraphs. Then, their writings were scored using a scoring rubric.

Based on the findings, it could be seen that the means of the writing aspects of the experimental group were better than the control group. The contro class improved 4.78 points, from 68.79 in pretest to 73.57 in posttest, while the experimental class improved 12.02 points, from 68.16 in pretest to 80.18 in posttest. Therefore, the dialogue journals employed in the experimental group helped to improve the students’ skill in writing narrative text. Furthermore, by using Independence Sample t-test, it can be found that the result of t value for Equ Variance Assumed showed that t value is 3.345 with the degree of freedom of 57 and the level of significance coefficient of 0.001. It could be concluded that there was enough evidence to reject H0 because the level of significance coefficient wa lower than 0.05 (Sig < 0.05). Thus, the control group was different significantly t the experimental group.

Based on the result above, it can be concluded that the dialogue journals given to experimental group is proven to be effective in improving the students’ writing skill in narrative text of the eleventh graders of SMAN 4 Malang. Thus, it is suggested that the English teachers to use this method as additional activity in teaching writing. Besides, the teachers should give more attention, in addition to content, organization, vocabulary, language use, and mechanics. Suggestions are also addressed to next researchers to explore more about the dialogue journal in the teaching of other text types.