EFFECTS OF ARGUMENTATIVE WRITING INSTRUCTION USING GENRE-BASED APPROACH AND CRITICAL THINKING FRAMEWORK ON ARGUMENTATIVE WRITING ABILITY OF UPPER SECONDARY SCHOOL STUDENTS

Abstract

The objectives of this study were to investigate the effects of argumentative writing instruction using genre-based approach and critical thinking framework on argumentative writing ability of upper secondary school students and to explore upper secondary school students’ opinions towards argumentative writing instruction using genre-based approach and critical thinking framework. The participants in this study were fifteen tenth grade students. The study was conducted 10 weeks during the second semester of the academic year 2016. The research instruments were a pretest, completed before conducting the argumentative writing instruction, a lesson plan, a posttest after conducting the instruction, and the questionnaire. The data obtained from the pretest, posttest, and questionnaire were analyzed by using mean scores, standard deviation, and paired-sample t-test. Plus, the data obtained from open-ended questions was analyzed by using content analysis. The findings revealed that the mean scores of the posttest were higher than the pretest mean scores. This means that the students’ argumentative writing improved after receiving the instruction at the significant level of .05. Moreover, the students’ opinions towards the argumentative writing instruction were positive. For the pedagogical implication of the work, the chosen model text that is used in the class by the teacher should be motivated and suitable with the participants. Plus, the elements of Toulmin model can be used to teach students in different level as well. Teachers can design the lessons with the appropriate number of the Toulmin elements that suit the students.