Effects of Instruction Based on Intertextuality Theory On Poetic Writing Abilities of Lower Secondary School Students

Abstract

The purposes of this research were to 1) compare poetic writing abilities of the students who were taught using intertextuality theory before and after the experiment including the result in overall and separated components, and 2) study the improvement in poetic writing abilities of the students who were taught using intertextuality theory. The sampling group was 30 students who studied in grade 9 at the extra-large secondary school in the Secondary Educational Service Area Office Bangkok 2. Moreover, the research instruments were the achievement test for evaluating poetic writing abilities, the observation forms for collecting poetic writing abilities for individuals, the forms for collecting the students’ learning progress, and the lesson plans based on intertextuality theory. The research findings were as follows: 1) There was significant different result between pre-test and post-test of the students who were taught using intertextuality theory at the .01 level of significant, which the mean of post-test scores was higher than pre-test scores. Furthermore, it was found that there were 4 components: prosody, content, rhetoric, and figure of speech. The mean of the post-test scores was higher than the pre-test scores at the .01 level of significant. 2) From the quality analysis to study the progress in poetic writing for 3 types of poems, it was found that the students who were taught using Bloom’s intertextuality theory had improvement in poetic writing abilities for all 4 components.