The Development of English Writing Skills of Mattayomsuksa 5 Students Using the Writing Process Approach

Abstract

          The purposes of this research were 1) to develop Teaching and Learning Activities in English Writing Skills using the writing process approach 2) to develop English Writing Skills for Mattayomsuksa 5 students Khonkaenwittayayon School using the process approach. The Sampling group consisted of 36 grade 11 students in Khonkaenwittayayon School. The research tools were classified into two types. The first group of research tools consisted of 1) experimental tools which were 3 lesson plans, the teacher’s teaching behavior observation form, the interviewing questions 2) the summative evaluation tool which was the achievement test for writing skills.
          Action research method was used in this study; planning, action, observing and reflecting.
          With the implementation of writing process approach in teaching, the findings were:
          1. The achievement of the students’ English writing skills: After the process approach had been practiced through three cycles of the action research process, the students improved their English writing skills. Their performance score in average was 86.11 percent which was higher than the determined mastery learning criterion at 75 percent.
          2. The students writing skills improved as a result of modification of the teacher’s role and teaching behavior, students’ role and learning behavior as well as teaching and learning activities. The details of those modifications would be summarized as follows:
               1) Roles and behavior of the teacher: The teacher had to give Knowledge, advice individually. Besides the teacher had to make good interaction with the students as well as create friendly climate.
               2) Roles and behavior of the students: In practicing writing skills through the process approach, the students need to work together, brainstormed, collected and rearranged words and data, read then rewrote and revised their own writing. In addition, students had to create good interaction among the teacher and friends. Smarter students had to be helpful to the weak students.