Performing sudden and uncertain distance learning can be difficult and complicated experiences for students as they may suffer from anxiety. The study of anxiety in Indonesia typically concentrated on the relation of anxiety with speech production (Anandari, 2015), gender differences (Nurhaeni, 2019), four basic skills (reading, writing, speaking, and listening) (Male, 2018) and its impact on language learning (Budiman, Ngadiso, & Suparno, 2017). The study of anxiety in distance learning especially in the time of crisis, like the outbreak of Covid-19 is rare. Thus, the study to examine the distance learning anxiety faced by higher education students in the time of crisis (Covid-19) and explore the cause of those anxieties is important. The data of this study was collected using two instruments, a questionnaire and an interview. To get the data, the researcher modified the Foreign Language Classroom Anxiety Scale questionnaire (FLCAS) by Howitz and Young (1991) which is commonly applied to determine the level of anxiety. Since the study concentrated in distance learning, the researchers also decided to adopt an “On-line Language Learning Anxiety (OLLA) Inventory” (Majid, Othman, & Rahmat, 2007). Findings revealed that students experienced higher anxiety levels in the beginning stage of distance learning. A year after the implementation of distance learning, students had adapted well and the level of anxiety they encountered was reduced. Yet, technical problems like unstable internet connection and devices’ malfunction that occurred during distance learning still triggered much anxiety among students since that condition made them lose the opportunity to receive some important information and chances to actively participate in online activities as well as improve their skills.

The main objective of this research is to analyze the use of dialogue journal to teach writing. This case study research was conducted at one of senior high school in Cianjur. The research purposively sampling twenty students of grade XI. In order to collect the data, I used three techniques of data collection namely interview, observation, and document analysis.The research findings revealed that: (1) The reasons behind the implementation of dialogue journal were because the teacher wanted to give students opportunity to fulfill the need of reflection and expressing ideas while the belief relied on the standpoint to give non-threatening atmosphere for students to freely express themselves and to give opportunities for teacher to observe students’ progress and their personal background. The procedure of dialogue journal was done five up to seven minutes which involved three parts, those were greeting/ salutation, body, and closing. While, the learning situation was positive in the case of interaction, attitude, and motivation. Students’ responses were classified into open-ended responses which displayed students’ positive thought, feeling, and reaction because they had experienced many advantages in doing dialogue journal as well as silence which indicated the moment when the students reduced interaction to only center their attention in writing dialogue journal; (2) Teacher’s difficulties in doing dialogue journal were managing time to handle with students’ dialogue journal overload and responding to super active students. Whereas, students’ difficulties in doing dialogue journal were writing in limited time, finding suitable vocabulary, using correct grammar, and responding as well as giving suggestions to the questions given by the teacher; and (3) To cope with such difficulties, the teacher should manage a schedule to be able to correct students’ work and respond to the students’ questions. Furthermore, students’ difficulties in doing dialogue journal could be solved by giving more language skills input, doing peer correction, and encouraging autonomous learning.Keywords: Dialogue Journal, Use, Teach Writing.

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Lebih dari tujuh puluh persen (70%) populasi eceng gondok menutupi permukaan Danau Rawa yang berdampak buruk untuk sisi lingkungan dan ekonomi. Eceng gondok menurunkan populasi biota seperti ikan dan nilai pariwisata. Solusi nyata dibutuhkan untuk menghadapi permasalahan ini. Kelompok masyarakat pegiat usaha UMKM berbasis pemberdayaan masyarakat dan potensi sumber daya alam lokal, Bengok Craft, di Desa Kesongo, Kecamatan Tuntang, Kabupaten Semarang dalam hal ini telah mengambil peran untuk menjadi bagian dari solusi atas permasalahan tersebut yakni dengan memproduksi kerajinan eceng gondok mulai dari tas eceng gondok, buku, hingga sandal serta aksesoris lainnya. Banyaknya produksi kerajinan ini kemudian diproses lebih lanjut oleh UMKM Bengok Craft seperti proses finishing dan juga didistribusikan di pasar. Akan tetapi, permasalahan lain muncul yakni pemasaran produk. Produk kerajinan eceng gondok dipasarkan di pasar lokal dengan memanfaatkan media pemasaran daring seperti media sosial dan juga website dengan memanfaatkan media gambar atau foto produk. Konten pada media pemasaran masih belum cukup persuasif dan menarik minat pasar global. Merespon permasalahan ini, tim pengabdi sebagai akademisi memberikan solusi berupa pelatihan penulisan konten kreatif berbasis stori untuk media iklan produk kerajinan Bengok Craft yang melibatkan pengelola UMKM Bengok Craft dan warga desa yang menjadi tim iklan. Hasil dari kegiatan ini adalah peserta pelatihan menghasilkan konten iklan untuk media daring.