%0 Thesis
%9 Masters
%A Dian , Pawitri Ayu
%B FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
%D 2024
%F eprints:79316
%I UNIVERSITAS LAMPUNG
%T DOGME APPROACH IN ASYNCHRONOUS DISCUSSION TO  ENHANCE EFL LEARNERS’ WRITING ACHIEVEMENT
%U http://digilib.unila.ac.id/79316/
%X This study investigates the effectiveness of Dogme approach in asynchronous  discussion to enhance English as a Foreign Language students’ writing  achievement. Additionally, the research examines the significant difference in  students’ improvement between those who participated in asynchronous discussion  and those who engaged in synchronous discussion. A quasi-experimental design  was employed within quantitative research framework, involving two classes of  high school students, each consisting of 32 subjects. The experimental group  participated in a learning process applying asynchronous discussion using Dogme  principles, while the control group was taught through traditional synchronous  discussion. The data were collected through writing tests given to the students  before and after receiving the treatment. The students’ writings were then assessed  based on five aspects of writing to derive their scores. Subsequently, the obtained  data were analyzed by comparing the mean score of each group and running  Repeated Measure t-test to address the first question and Independent t-test for the  second question. The results demonstrated a significant enhancement in students’  writing achievement after being taught trough the asynchronous discussion method.  This was evident from the increase in the mean score, with the posttest scoring  higher than the pretest (82.1 > 69.8). Notably, the highest increase was observed in  the aspect of content. Furthermore, it was revealed that the experimental group  exhibited a higher improvement, with N-gain scores of 12.3 compared to 7.2 in the  control group. This difference was attributed to the experimental group’s freedom  in choosing discussion topics and consideration of their emergent language during  the learning process. As the result, they were able to elaborate their writing content  better after having a discussion. On the other hand, the topic used by the control  group was decided by the teacher and they did not have chance to review their  emergent language. Thus, this study affirms feasibility of implementing the Dogme  approach in English learning by incorporating its principles into particular steps of  a teaching method.  Keywords: asynchronous discussion, Dogme approach, writing achievement