The Effects of an Instructional Package Based on the Process Writing Approach on the Poetry Composition Ability of Upper Secondary School Students

Abstract

The objectives of this research were: (1) to compare the poetry composition ability of upper secondary school students before and after learning through an instructional package based on the process writing approach; and (2) to compare the poetry composition ability of upper secondary school students who learned through the instructional package based on the process writing approach with that of students who received conventional instruction. This study employed a quasi-experimental research design. The sample consisted of 22 upper secondary school students selected through cluster sampling. The research instruments included: (1) an instructional package based on the process writing approach, (2) lesson plans developed using the instructional package based on the process writing approach, (3) conventional lesson plans, and (4) a poetry composition ability assessment rubric. The researchers processed and analyzed the data using a software.

The research findings were as follows:

1. Upper secondary school students who learned through the instructional package based on the process writing approach demonstrated significantly higher poetry composition ability  after the experiment than before the experiment at the .05 level of significance.

2. The students in the experimental group demonstrated significantly higher poetry composition ability than those in the control group who received conventional instruction at the .05 level of significance.