An Operation Development of Creative Writing Skill in Thai by Using Williams’ Three Dimension Teaching Model for Mattayomsuksa Three Students of Ban NongsamsiNongdindam School under Amnatcharoen Primary Educational Service Area

Abstract

The research aimed at developing a creative writing skill by using Williams’ three dimension teaching model for Mattayomsuksa three students and studying the results of developing a creative writing skill in the Thai language unit.

The target group used in the research was  22 Mattayomsuksa three students of Ban NongsamsiNongdindam School under Amnatcharoen Primary Educational Service Area in the second semester of the school year 2012. The research instrument consisted of: 1) instrument for development : 12 lesson plans with an emphasis on a creative writing skill by using Williams’ three dimension model; 2) instrument for data collection:(1)the test for a creative writing (2)the quiz of a circle (3) teachers’daily record (4) the teaching observation form (5) the students’learning observation form (6) the students’ interview form Statistics used were percentage, and non-parametric Wilcoxon signed ranks test.

The research findings were as follows:

The research had undertaken the research in three circles. There were four stages in carrying out the research: planning, practice, observation and feedback.  The development was based on Williams’ teaching methods comprising the following : consideration of characteristics, using the questions to provoke and motivate, providing the samples, constructing new things from an original structure, seeking an answer from ambiguous questions, expression from intuition, development of creative reading, development of creative writing, and conceptualization. With the students’ learning behavior observed and interviews taken, it was found that a majority of students under study had an ability to write creatively in the issues of word groups, sentences, essays and stories.  They proved to be manipulative, originative, flexible and prudent. As for the classroom behavior, it was found that slow and moderate learners became more confident in themselves.  With the help from quick learners, they were able to boldly think and express themselves even though they might encounter the problems. Considering the teachers’ teaching behavior, they used a variety of activities appealing and attractive to the learners. The teachers knew how to use the techniques appropriate for the age and intellectual capacity of the students.  Additionally, they improved and developed media in response to the interest and capability of the students. Furthermore, they reinforced to establish a good relation between themselves and their students. As a consequence, the student grew more confident and proud of themselves.

1. Based on the results of the development of the creative writing skill, it was found that the students who had the scores of a creative writing skill higher than the set criterion of 65%, accounted for 90.90%. Average scores of the creative writing skill after learning were higher with a statistical significance of .01. In other words, after the operation the students had a higher creative writing skill.