USING WRITING PROCESS APPROACH TO PROMOTE ENGLISH WRITING ABILITY AND GROUP PROCESSING SKILLS AMONG GRADE 10 STUDENTS

Abstract

The purposes of this research were to study students’ writing ability and compare students’ group processing skills before and after being taught through writing process approach. The sample consisted of was 42 grade 10 students at Doisaked Wittayakom School, Doisaked District, Chiangmai province taking English Language in the second semester of the academic year 2017. The research instruments consisted of 6 lesson plans using the writing process approach which took 18 periods, an English writing ability evaluation form and a group processing skill evaluation form. The data gained were analyzed using mean, standard deviation, percentage and t-test for dependent samples.

          The findings were as follows:

1. The students’ English writing ability passed the pre-set criteria of 60% after they were taught through writing process approach.

          2. The students’ group processing skills increased after they were taught through writing process approach at the statistical significance level of 0.05.