The Development of Creative Imaginative Story Writing Skill by Organizing the Learning Process According to GPAS 5 Steps Together with The Storyline Teaching Method for Grade 6 Students

Abstract

This research aimed to 1) develop a learning lesson plan by organizing the learning process according to the GPAS 5 Steps together with the storyline teaching method, 2) compare the creative imagination writing skills of Grade 6 students before and after learning by organizing the learning process according to the GPAS 5 Steps together with the storyline teaching method, and 3) study the satisfaction of Grade 6 students towards the learning process organization according to the GPAS 5 Steps together with the storyline teaching method. The sample group used in the study was Grade 6 students in the 2024 academic year, Banthasaokradong School, totaling 14 people, who were selected by purposive sampling. The instruments used were 1) 5 learning lesson plans, 2) a test of creative imagination writing skills in a subjective format with a reliability value of 0.98, and 3) a satisfaction questionnaire. The 15-item rating scale had a consistency index between 0.60-1.00. The statistics used were mean, standard deviation, and Wilcoxon Signed-Rank Test. The results of the research found that;

            1) The learning lesson plan for creative imaginative story writing by organizing the learning process according to the GPAS 5 Steps together with the storyline teaching method is most appropriate ( = 4.73 , S.D. = 0.48). 2) Grade 6 students who received the learning process according to the GPAS 5 Steps together with the storyline teaching method have creative imaginative writing skills after studying which are higher than before studying at a statistical significance level of .05. 3) Grade 6 students are most satisfied with the learning process according to the GPAS 5 Steps together with the storyline teaching method ( = 4.65, S.D = 0.47).