The Development of Learning Activities Using the MACRO Model with the Less- controlled Writing Technique to Improve English Writing Skills for Grade 8 Students

Abstract

The objectives of this research were to 1) develop learning activities using the MACRO model with the less-controlled writing technique, 2) compare writing skills before and after being taught by learning activities using the MACRO model with less-controlled writing techniques, and 3) compare English writing ability from the subjective test after being taught by learning activities using the MACRO model with the less-controlled writing technique at the criteria of 70 percent. The samples were 22 eighth-grade students enrolling in the first semester of the academic year 2022 at Sansai (Phrommaniwittaya) School, Chiang Rai. They were selected by the cluster random sampling technique. The research instruments were 1) fifteen lesson plans using the MACRO model with the less-controlled writing technique, 2) the English writing skills test including 30 objective test items, and 3) the subjective test of English writing skills. The statistics used for data analysis were percentage, mean, standard deviation, and t-test dependent.

  The results were as follows:

1. 1. The effectiveness Index (E.I.) of learning activities using the MACRO model with          the less-controlled writing technique was 0.7101 or 71.01 percent.


2. 2. The students’ writing skills after being taught by learning activities using the MACRO model with the less-controlled writing technique were higher than before studying at the statistically significant level of .05.

          3.  The average score of students’ English writing ability from the subjective test after being taught by learning activities using the MACRO model with the less-controlled writing technique was higher than the criteria of 70 percent.