DEVELOPMENT OF A WRITING INSTRUCTION PROCESS BASED ON RESPONSETO INTERVENTION AND REFLEXIVE THINKING APPROACH FOR ENHANCING OPINION WRITING ABILITY IN ENGLISH OF UPPER PRIMARY LEVEL PUPILS

Abstract

Objectives of this research were: 1. To develop a writing instructional process based on Response-to-Intervention Approach (RtI) and Reflexive Thinking approach (RT) to enhance the opinion writing ability in English of upper primary school pupils, and 2. To study the effectiveness of the developed writing instructional process. The one-group pretest-posttest design was implemented, and the study used cluster random sampling technique from 30 primary students through 20 weeks’ length. The data collection instruments were parallel opinion writing ability test and analytical rubric scoring. The data were analyzed using mean, the standard deviation and t-test.

The findings of this study revealed that. 1. The writing instructional process based on Response-to-Intervention approach and Reflective Thinking approach consisted of 5 steps: 1) self-assessment, 2) thinking, considering, and planning a task, 3) creating writing task, 4) reflection for improvement, and 5) sharing ideas and cause and effects. 2. In term of the effectiveness of the developed writing instructional process, it was found that the average scores of opinion writing was higher than before the experiment at the 0.05 level of statistically significance. Also, it was found that the average scores of opinions writing ability in English, all components were also higher than pre-test at the 0.05 level of statistically significance, except component 1.1.