The Effects of Thai Teaching Instruction by Using Intertextuality Theory and Graphic Organizers Enhancing Creative Story Writing Ability of Grade 6 Students

Abstract

This research aimed to 1) compare the creative story writing ability of grade 6 students before and after the learning management using the teaching management based on the intertextuality theory with using graphic organizers, and 2) study the creative story writing ability of grade 6 students using the Thai teaching model based on the intertextuality theory with using graphic organizers. The sample consisted of 6 students in grade 6 of Ban Sai Thong School with a purposive sampling. The research instruments were 1) a creative story writing lesson plan organized by using the teaching model based on the intertextuality theory with using graphic organizers, 2) a creative story writing ability test with a reliability value of 0.973, and 3) a creative writing ability test while the learning with a reliability value of 0.932. The results found that 1) The student's creative story writing ability after learning was higher than before learning with a statistical significance level of .05, and 2) The creative story writing ability of each component while the learning management activities based on the intertextuality theory with using graphic organizers overall showed that the students had a higher creative story writing ability, namely, ideas and imagination, language usage, sequencing of ideas, and value of the content.