The Instructional Management and the Approach to Using the Concept of Intertextuality Theory with Plsek's Creative Process to Enhance Undergraduate Students’ Competence of Story Writing

Abstract

This research aims to study 1) the state of instructional management in story writing for children on undergraduate students, and 2) the approach to using the concept of intertextuality theory together with Plsek's creative thinking process. This is a qualitative research study, and collecting data through in-depth interviews with a purposive sampling method. The qualifications are defined into three groups: 1) eight lecturers in the Bachelor of Arts in Thai Language program from four Rajabhat Universities in lower northern Thailand; 2) twenty students in the Bachelor of Arts in Thai Language program from four Rajabhat Universities in lower northern Thailand; and 3) five experts in theoretical concepts. The research instruments used included: 1) an interview questionnaire on the state of instructional management for lecturers and students, and 2) an interview questionnaire on the approach to using the theoretical concepts. The research results were presented by using content analysis. The research findings revealed that: 1. A study of the instructional management in story writing for children on undergraduate students was categorized into four aspects: 1) Content: instructors selected content based on three approaches including adhering to the scope of the course description, considering student interests, and selecting high-quality children's literature.
Two problems were identified: the theoretical content is extensive, requiring it to be concise to meet deadlines, and students are more interested in literature than theory, and students were more interested in literature than theory; 2) Teaching and learning activities: three types of activities were conducted; lectures, literature analysis, and writing practices. Three problems were identified: students lacked reading and literature analysis skills, lacked creativity in writing, and submitted assignments late; 3) Teaching materials: two types of teaching materials were found; printed and electronic medias. Two problems were identified: instructors needed to constantly update the materials to keep them current, and students disliked reading long literary works; 4) Assessment methods: instructors used both formative and summative assessments. Two problems were identified: some students did not submit assignments on time, and could not complete subjective or essay tests on time.  2. Study the approach to using the concept of intertextuality theory together with Plsek's creative thinking process to enhance competence in creative story writing for children on undergraduate students. Four key aspects were considered: 1) Theoretical concepts could be applied to teaching and learning; 2) The theoretical concepts used could foster creativity; 3) Local literature could be adapted into children's stories; and 4) The evaluation must assess the elements of the story and evaluate its creativity.