Effects of Writing Process Approach with CIRC Technique on Ability on Communication Writing of grade 7 students

Abstract

This research was a quasi-experimental study designed to achieve these following objectives: 1) to compare the writing ability for communication of grade 7 students before and after utilizing a writing process-oriented approach with the Cooperative Integrated Reading and Composition (CIRC) technique; and 2) to compare the writing ability for communication of grade 7 students after implementing a writing process-oriented approach with the CIRC technique using a criterion of 70 percent of the total score. The sample consisted of 30 grade 7 students studying in the second semester of the academic year 2020 at Chumchonwadsadet School under Pathum Thani Primary Educational Service Area Office 1. A multi-stage random sampling method was employed to select the participants. The instruments used were 1) ten Thai language lesson plans for a writing process-oriented approach with the CIRC technique, totaling 20 hours, at the highest appropriate level, and 2) writing ability for communication assessment with a reliability coefficient of 0.98. Statistical analyses included percentages, means, standard deviations, One Sample t-tests, and Dependent Sample t-tests.

The research findings indicated that 1) the writing ability for communication of grade 7 students significantly improved after using a writing process-oriented approach with the CIRC technique, with statistical significance at the .05 level, and 2) the writing ability for communication of grade 7 students exceeded the established criterion of achieving 70 percent of the total score after implementing a writing process-oriented approach with the CIRC technique, with statistical significance at the .05 level (= 23.17 out of 30 total points, with S.D. = 2.02).