%0 Thesis
%9 Masters
%A MERI NOVIANI M , 1423042019
%B TEACHER TRAINING AND EDUCATION FACULTY
%D 2017
%F eprints:28574
%I  LAMPUNG UNIVERSITY
%T DEVELOPING ONLINE READING AND DISCUSSION BOARDS AS  PRE-WRITING ACTIVITIES TO IMPROVE STUDENTS’ WRITING  ACHIEVEMENT
%U http://digilib.unila.ac.id/28574/
%X This research was conducted to find out whether online reading and discussion  boards on facebook as pre-writing activities can improve writing quality better  than pre-writing activity through printed reading, what aspects of writing are  significantly improved, and the students’ perception of ORDB on Facebook as  pre-writing activities .  This research is designed on a combination of quantitave and qualitative research.  In quantitative design, control group pre-test and post-test design was conducted  to support the findings in writing performance after the treatment. In qualitative  design, questionnaire was conducted to see students’ perception of ORDB on  facebook as pre-writing activities. The subjects, who were chosen by simple  random probability sampling, were the third semester students of college students  in writing class. They were divided into two group, the experimental group and  control group, each consists of 17 students.  The result of the data analysis showed students’ writing performance were  promoted as the value of two tailed significance of the tests between experimental  and control group was less than 0.05. In this case, the value of two-tailed  significance was 0.000. Based on the aspects of writing which are significantly  improved, ORDB on facebook as pre-writing activities promoted their writing  performance mainly in vocabulary. Students improved their vocabulary with gain  1.62 (8.1%) with pre-writing through printed reading and 3.06 (15.3%) with  ORDB. The result showed the difference of both pre-writing.  Based on questionnaire, the most enjoyment on improving their writing is feeling  encouraged by friends “liking” the ideas and comments, with the mean score of  3.2353. Besides that, for the problems, students initially found it the highest mean  score of 3.1765 for the problem that facebook creates bad habits of relying on the  ii  online correction tools (vocab and spelling) and it creates habit of using too many  short forms in writing (students use informal English leads to grammar mistake).  It was noted that this way of social interaction may also lead the students to be  more comfortable in providing comments and increase their motivation and  participation in writing.  Finally, it could be concluded that the students’ active engagement in ORDB on  facebook as pre-writing activities could improve students’ writing performance.