TY  - THES
ID  - eprints79316
UR  - http://digilib.unila.ac.id/79316/
A1  - Dian , Pawitri Ayu
Y1  - 2024/01/18/
N2  - 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
PB  - UNIVERSITAS LAMPUNG
M1  - masters
TI  - DOGME APPROACH IN ASYNCHRONOUS DISCUSSION TO
ENHANCE EFL LEARNERS? WRITING ACHIEVEMENT
AV  - restricted
ER  -