DEVELOPMENT OF WRITING SKILLS OF STUDENTS IN HIGHER EDUCATION LEVEL BY USING THE REFLECTION PROCESS AND YONISOMANASIKARN PRINCIPLE

Abstract

     This research aims to: 1) examine the writing problems of students in higher education, 2) develop their writing skills by using the reflection process combined with the Yonisomanasikarn principle, and 3) propose guidelines for improving writing skills in students in higher education level. This is a classroom action research study using qualitative research methods for data collection and analysis. The target group consists of 20 students from Years 1 to 4 in the Faculty of Mass Communication at Ramkhamhaeng University.

The results showed that:

1. Three main issues affecting students’ writing were identified; 1) Negative self-perception, where students see themselves as unworthy or incapable writers; 2) Difficulties in organizing ideas and presenting them coherently in writing; and 3) A lack of effective writing techniques, such as word choice, language appropriateness, and story development. These issues are interrelated and often hinder students from beginning their writing.


2. In terms of skill development, the use of the reflection process alongside the Yonisomanasikarn principle helped students open their minds and engage in deeper self-learning. Reflection encouraged students to develop an internal awareness of values, while the Yonisomanasikarn principle served as a cognitive tool, promoting clear, logical, and connected thinking. This approach helped reduce negative self-perceptions, enabling students to better organize their thoughts and express them in writing.


3. Guidelines for writing skill development highlight the effectiveness of a participatory learning environment. Critical classroom discussions, drawing on personal life experiences, and focusing on experience analysis as a foundation for writing foster internal motivation and enhance student engagement in the learning process.