The Development of Instructional Model to Enhance Creative Writing Abilities for 12th Grade Students
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Abstract
This research and development aimed to; 1) study basic information to develop the instructional model; 2) develop the instructional model; and 3) experiment and study the results from using the model. The study consisted of 4 phases as follows: Phase 1 was the study of basic information to develop instructional model. The sample included 85 Thai language teachers and 5 creative writing experts who were chosen by purposive sampling. Instruments used were: 1) need assessment questionnaire and 2) interview form; Phase 2 was the development of an instructional model and assessment of model by experts. The instrument used was an assessment form of the instructional model; Phase 3 was the trial of an instructional model. The sample were 62 students from year 12, who were selected by multi-stage sampling. Instruments used were: 1) instructional model; 2) handbook for an instructional model; 3) lesson plans; 4) creative writing test; and 5) creative writing abilities test; and Phase 4 was the evaluation of the model by studying the students’ satisfaction toward the model. The sample used was the same as in Phase 3. The instrument used was a satisfaction survey. Data analysis was made based on descriptive statistics, Priority Needs Index Modified (PNI Modified), t-test, and one-way MANCOVA.
The research results showed that: 1) The most important current problem and needs for developing the model refer to the development of student’s creative writing abilities. The main principle to develop is creative writing in poetry, which includes (1) understanding of prosody, (2) content correctness, (3) beauty in literature, and (4) value and benefit to fellow humans; 2) The “S4CA Model” consisting of 5 components, namely (1) principle, (2) objectives, (3) content, (4) learning activity (consisting of 6 steps (S4CA), which are (i) Simulating; (ii) Content survey; (iii) Collaborative sharing; (iv) Concept constructing; (v) Creative writing; and (vi) Assessment for learning), (5) the evaluation of model; and 3) The results from using a model are; (1) the experiment group has the average post- test scores of creative writing abilities that are higher than the pre-test score with a statistical significance at .05 level, (2) the experiment group has the average post-test scores of creative writing abilities that are higher than the post-test scores of the control group with a statistical significance at .05 level, and (3) the students are highly satisfied with the model ( = 4.07, S.D. = 0.68).
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