Archipelago Educators Meeting XIII
Dialogue journals are conversations in the form of collaborative-reflective writing that facilitate communication between teachers and students, also between students and students, which is done periodically. Although the dialogue journal practice that I share here is an experience in the context of an English writing class for new students, but it will also be very relevant to be applied in any language class at various levels with some adjustments and modifications.
One of the challenges I face in the English writing class for new students is the lack of practice and habituation of students to writing in English. Besides that, after reflection, I see that writing exercises in class are often one-way, where the lecturer gives assignments then students work on them and collect them for examination, So students' writing is often 'soulless' because their writing is only used to fulfill assignments. In this case, Students need a platform to function English writing as a contextual and functional communication tool through a dialogic vehicle where students have more freedom to communicate the results of their reflections in the form of thoughts., ide, idea, feelings and meaning of things that happen around them. As a response to the challenges faced, the use of dialogue journals in English writing classes was implemented.
Even further, Many challenges and obstacles arise in the writing process because writing is not easy (Graham, 2019; Macklin, 2016; Age, 2017). First, in terms of habits, Many students are not used to reflective and elaborative writing. Actually, Most students already have the habit of writing, especially short and expressive writing on social media. However, for reflective and elaborative writing, Students still need consistent habituation. Besides, that's another obstacle to writing such as limited writing proficiency, the ability to choose words and mastery of structure is not yet strong, adding to the list of obstacles in writing. With a dialogue journal, It is hoped that these obstacles can be bridged to get better results.
Dialogue journal or Dialogue Journal What I apply is a conversation in written form that facilitates communication between lecturers/teachers and (many)student (Peyton, 2000) also between (many)students with (many)student (Rana, 2018) which is carried out collaboratively-reflectively in English, periodically. In its implementation, Dialogue journals are conducted one semester: Half semester is conducted between students and lecturers, half a semester between students and students. The journal media used is Google Doc so that written communication from start to finish is in the same file. Students are allowed to write whatever they want, at least once a week, but for those who want to write more, welcome. In this case, lecturer responds to student writing, provide motivation, provide open reflective questions to encourage students to explore the meaning of their experiences and write more and more.
The perceived benefit of dialogue journals in English classes is that this activity makes writing a meaningful communication tool, also facilitates students to write expressively, elaborative and reflective. Then, Dialogue journals make students more 'honest' in showing their writing skills, making it easier to identify their writing proficiency, and students are more affectively involved through writing. For me as a teacher, I can also get to know them better as unique individuals and have more optimism for them in the future.
Although the activities I share are limited to English classes for new students, in any language learning context and at any level, This dialogue journal can be used for various purposes such as to communicate and facilitate writing fluency, for literacy transaction purposes, character development or Social Emotional Learning (SEL) or practice creative appreciation of work.
Dialogue journals are conversations in the form of collaborative-reflective writing that facilitate communication between teachers and students, also between students and students, which is done periodically. Although the dialogue journal practice that I share here is an experience in the context of an English writing class for new students, but it will also be very relevant to be applied in any language class at various levels with some adjustments and modifications.
One of the challenges I face in the English writing class for new students is the lack of practice and habituation of students to writing in English. Besides that, after reflection, I see that writing exercises in class are often one-way, where the lecturer gives assignments then students work on them and collect them for examination, So students' writing is often 'soulless' because their writing is only used to fulfill assignments. In this case, Students need a platform to function English writing as a contextual and functional communication tool through a dialogic vehicle where students have more freedom to communicate the results of their reflections in the form of thoughts., ide, idea, feelings and meaning of things that happen around them. As a response to the challenges faced, the use of dialogue journals in English writing classes was implemented.
Even further, Many challenges and obstacles arise in the writing process because writing is not easy (Graham, 2019; Macklin, 2016; Age, 2017). First, in terms of habits, Many students are not used to reflective and elaborative writing. Actually, Most students already have the habit of writing, especially short and expressive writing on social media. However, for reflective and elaborative writing, Students still need consistent habituation. Besides, that's another obstacle to writing such as limited writing proficiency, the ability to choose words and mastery of structure is not yet strong, adding to the list of obstacles in writing. With a dialogue journal, It is hoped that these obstacles can be bridged to get better results.
Dialogue journal or Dialogue Journal What I apply is a conversation in written form that facilitates communication between lecturers/teachers and (many)student (Peyton, 2000) also between (many)students with (many)student (Rana, 2018) which is carried out collaboratively-reflectively in English, periodically. In its implementation, Dialogue journals are conducted one semester: Half semester is conducted between students and lecturers, half a semester between students and students. The journal media used is Google Doc so that written communication from start to finish is in the same file. Students are allowed to write whatever they want, at least once a week, but for those who want to write more, welcome. In this case, lecturer responds to student writing, provide motivation, provide open reflective questions to encourage students to explore the meaning of their experiences and write more and more.
The perceived benefit of dialogue journals in English classes is that this activity makes writing a meaningful communication tool, also facilitates students to write expressively, elaborative and reflective. Then, Dialogue journals make students more 'honest' in showing their writing skills, making it easier to identify their writing proficiency, and students are more affectively involved through writing. For me as a teacher, I can also get to know them better as unique individuals and have more optimism for them in the future.
Although the activities I share are limited to English classes for new students, in any language learning context and at any level, This dialogue journal can be used for various purposes such as to communicate and facilitate writing fluency, for literacy transaction purposes, character development or Social Emotional Learning (SEL) or practice creative appreciation of work.
Good practice before revised
Good practice elaboration
One of the challenges I face in the English writing class for new students is the lack of practice and habituation of students to writing in English. Besides that, after reflection, I see that writing exercises in class are often one-way, where the lecturer gives assignments then students work on them and collect them for examination, So students' writing is often 'soulless' because their writing is only used to fulfill assignments. In this case, Students need a platform to function English writing as a contextual and functional communication tool through a dialogic vehicle where students have more freedom to communicate the results of their reflections in the form of thoughts., ide, idea, feelings and meaning of things that happen around them. As a response to the challenges faced, the use of dialogue journals in English writing classes was implemented.
Even further, Many challenges and obstacles arise in the writing process because writing is not easy (Graham, 2019; Macklin, 2016; Age, 2017). First, in terms of habits, Many students are not used to reflective and elaborative writing. Actually, Most students already have the habit of writing, especially short and expressive writing on social media. However, for reflective and elaborative writing, Students still need consistent habituation. Besides, that's another obstacle to writing such as limited writing proficiency, the ability to choose words and mastery of structure is not yet strong, adding to the list of obstacles in writing. With a dialogue journal, It is hoped that these obstacles can be bridged to get better results.
Dialogue journal or Dialogue Journal What I apply is a conversation in written form that facilitates communication between lecturers/teachers and (many)student (Peyton, 2000) also between (many)students with (many)student (Rana, 2018) which is carried out collaboratively-reflectively in English, periodically. In its implementation, Dialogue journals are conducted one semester: Half semester is conducted between students and lecturers, half a semester between students and students. The journal media used is Google Doc so that written communication from start to finish is in the same file. Students are allowed to write whatever they want, at least once a week, but for those who want to write more, welcome. In this case, lecturer responds to student writing, provide motivation, provide open reflective questions to encourage students to explore the meaning of their experiences and write more and more.
The perceived benefit of dialogue journals in English classes is that this activity makes writing a meaningful communication tool, also facilitates students to write expressively, elaborative and reflective. Then, Dialogue journals make students more 'honest' in showing their writing skills, making it easier to identify their writing proficiency, and students are more affectively involved through writing. For me as a teacher, I can also get to know them better as unique individuals and have more optimism for them in the future.
Although the activities I share are limited to English classes for new students, in any language learning context and at any level, This dialogue journal can be used for various purposes such as to communicate and facilitate writing fluency, for literacy transaction purposes, character development or Social Emotional Learning (SEL) or practice creative appreciation of work.
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