<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "DOGME APPROACH IN ASYNCHRONOUS DISCUSSION TO\r\nENHANCE EFL LEARNERS’ WRITING ACHIEVEMENT"^^ . "This study investigates the effectiveness of Dogme approach in asynchronous\r\ndiscussion to enhance English as a Foreign Language students’ writing\r\nachievement. Additionally, the research examines the significant difference in\r\nstudents’ improvement between those who participated in asynchronous discussion\r\nand those who engaged in synchronous discussion. A quasi-experimental design\r\nwas employed within quantitative research framework, involving two classes of\r\nhigh school students, each consisting of 32 subjects. The experimental group\r\nparticipated in a learning process applying asynchronous discussion using Dogme\r\nprinciples, while the control group was taught through traditional synchronous\r\ndiscussion. The data were collected through writing tests given to the students\r\nbefore and after receiving the treatment. The students’ writings were then assessed\r\nbased on five aspects of writing to derive their scores. Subsequently, the obtained\r\ndata were analyzed by comparing the mean score of each group and running\r\nRepeated Measure t-test to address the first question and Independent t-test for the\r\nsecond question. The results demonstrated a significant enhancement in students’\r\nwriting achievement after being taught trough the asynchronous discussion method.\r\nThis was evident from the increase in the mean score, with the posttest scoring\r\nhigher than the pretest (82.1 > 69.8). Notably, the highest increase was observed in\r\nthe aspect of content. Furthermore, it was revealed that the experimental group\r\nexhibited a higher improvement, with N-gain scores of 12.3 compared to 7.2 in the\r\ncontrol group. This difference was attributed to the experimental group’s freedom\r\nin choosing discussion topics and consideration of their emergent language during\r\nthe learning process. As the result, they were able to elaborate their writing content\r\nbetter after having a discussion. On the other hand, the topic used by the control\r\ngroup was decided by the teacher and they did not have chance to review their\r\nemergent language. Thus, this study affirms feasibility of implementing the Dogme\r\napproach in English learning by incorporating its principles into particular steps of\r\na teaching method.\r\nKeywords: asynchronous discussion, Dogme approach, writing achievement"^^ . "2024-01-18" . . . . . "UNIVERSITAS LAMPUNG"^^ . . . "FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN, UNIVERSITAS LAMPUNG"^^ . . . . . . . . . "Pawitri Ayu"^^ . "Dian "^^ . "Pawitri Ayu Dian "^^ . . . . . . "DOGME APPROACH IN ASYNCHRONOUS DISCUSSION TO\r\nENHANCE EFL LEARNERS’ WRITING ACHIEVEMENT (File PDF)"^^ . . . 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