Developing Past Simple Writing Skills Using the MACRO Model in Twelfth-Grade Students

Abstract

This article aims to: 1) develop a lesson plan for sentence-writing skills in the past simple tense using the MACRO Model, with an efficiency criterion of 80/80; 2) compare students' achievement in writing the past simple tense before and after learning with the MACRO Model; and 3) explore students' satisfaction with learning through the MACRO Model. The sample group consists of 22 students from class 6/3 of a government school in Kamphaeng Phet Province during the second semester of the academic year 2024. The sampling method used was simple random sampling by the lottery method. The instruments used for data collection were: (1) a lesson plan for sentence-writing skills in the past simple tense using the MACRO Model; (2) pre- and post-achievement tests for writing sentences in the past simple tense; and (3) a students' satisfaction questionnaire regarding learning through the MACRO Model. Data were analyzed using percentages, mean, standard deviation, the E1/E2 efficiency index, and the dependent t-test.
The research findings were: (1) the effectiveness of the lesson plan was 80.23 (E1) / 81.21 (E2), which was higher than the specified criteria; (2) students' achievement in writing sentences in the past simple tense showed that the pre-test score was 5.77 and the post-test score was 24.36, with the post-test scores being significantly higher than the pre-test scores at the .05 level; (3) overall, students' satisfaction with learning through the MACRO Model was at a high level (3.81). The findings from this study indicate that teaching the skill of writing in the past simple tense using the MACRO Model involves clear learning processes and practical writing activities, which can develop grammatical writing skills and create a positive learning experience for students.