Development of English writing skills using process-based writing teaching methods for grade 6 students

Abstract

This research aimed to develop English writing skills using process-based writing instruction for Grade 6 students and compare learning achievement before and after learning. The sample consisted of 39 Grade 6 students from Ban Ar-lao School, Ban Sra-dokket School, and Ban Kho-noy School under the Educational Service Area Office 4, studying in the first semester of the 2024 academic year, selected through cluster sampling. The research instruments included six English writing skill training packages using process-based writing instruction developed by the researcher, and a 30-item achievement test with difficulty values ranging from .51 to .99, discrimination indices between .20 and .98, and reliability of .76. Data were analyzed using means, percentages, standard deviations, and t-test. The findings were as follows:  1. Students showed high-level development in learning from the English writing skill training packages, with an average score of 64.77%. The six training packages demonstrated efficiency of 78.50/79, meeting the established standards.  2. Post-learning achievement in English writing was significantly higher than pre-learning achievement at the .01 level, confirming the hypothesis. The effectiveness index of the training packages was 0.6477, indicating that students' writing skills improved by 64.77%, exceeding the criterion of .50.