THE DEVELOPMENT OF A CREATIVE WRITING INSTRUCTIONAL MODEL FOR THAI LANGUAGE TEACHERS USING BRAIN-BASED LEARNING APPROACH INTEGRATED WITH SYNECTICS STRATEGY FOR BACHELOR’S DEGREE STUDENTS IN THAI LANGUAGE PROGRAM

Abstract

            The objectives of this research were to: 1) develop and evaluate the suitability of the creative writing instructional model for Thai language teachers using brain-based learning approach integrated with Synectics strategy for bachelor’s degree students in Thai language program; 2) study the results of using the instructional model; and 3) study the satisfaction of the students towards the instructional model. The sample group consisted of 37 first year students studying Bachelor of Education in Thai language program undertaking courses in the first semester of the academic year 2019 recruited by using purposive sampling. Instruments used in the research were: 1) creative writing knowledge and understanding test; 2) creative writing ability test; and 3) questionnaire on students’ satisfaction towards learning with the instructional model. The statistics used for data analysis were percentage, mean, standard deviation, and dependent samples t-test.

            The findings were as follows;

            1. The developed instructional model consisted of six parts namely: 1) significance and background; 2) principles; 3) objectives; 4) contents; 5) learning process which consisted of six steps: Step 1 relaxing and brain stretching, Step 2 reflecting and reviewing, Step 3 comparing, Step 4 sharpening, Step 5 knowledge sharing, and Step 6 aiming for assessment; and 6) measuring and evaluating. The suitability evaluation result of the instructional model is at the highest level;

            2. The results of using the instructional model are as follows;

                2.1 Students’ creative writing knowledge and understanding before learning is higher than after learning. The average score of the posttest is 83.30 which is higher than the 75 percent criteria at the significant level of 0.01;

               2.2 Students’ creative writing ability after learning is higher than the before learning. The after learning creative writing ability is higher than 75 percent criteria at the significant level of 0.01;

               2.3 Students’ satisfaction towards learning with the developed model is at the highest level.