The Effect of Synectics Instruction Model with Writing Process Approach on Creative Writing Ability of Grade 9 Students

Abstract

The purposes of this research were 1) to compare the creative writing abilities of ninth grade students before and after being taught through synectics instruction model with writing process approach; and 2) to compare the creative writing abilities of ninth grade students between learning through synectics instruction model with writing process approach and traditional model. The sample was students of Thanyarat school in the first of the academic year 2019. The sample was a class of ninth grade students treated as experimental group and a class of ninth grade students treated as control group. The experimental group was 31 students. Meanwhile,  the control group was 35 students. Both of them were selected by Multi-Stage Random Sampling. The instruments used in this research were; 1) the 10 instructional plans which contained synectics instruction model with writing process approach for 20 periods; 2) the 10 instructional plans which contained traditional model for 20 periods; and 3) a subject test on creative writing abilities with a reliability value of 0.839. The statistics used for the data analysis were percentage, mean, standard deviation, t-test for a dependent group, and for two independent groups.

The research findings were as follows: 1) The ninth-grade students’ posttest of creative writing abilities using synectics instruction model and writing process approach was higher than the pretest at the statistical significance level of 0.05.; and 2) The ninth-grade students’ posttest of creative writing abilities using synectics instruction model and writing process approach was higher than the traditional model at the statistical significance level of 0.05.