TEACHINGTHAILANGUAGEWITHINTRETEXTUAL THEORYTOENHANCECREATIVEWRITINGABILITYOFBACHEAOROFEDUCATIONSTUDENTS

Abstract

This research aimed to organize teaching and study the effectiveness of teaching Thai according to the intertextual theory to enhance creative writing ability of Bachelor of Education students. The research was divided into 2 phases: organizing teaching and evaluating the effectiveness of teaching by conducting an experiment with the target group of Bachelor of Education students. The research instruments were the ability test and the criteria for evaluating creative writing. Data were analyzed by comparingthe writing ability scores before and after the experiment using the t-test dependent statistics. The research results found that 1. Creative Thai writing ability has 2 phases: Phase 1: planning and preparing students' learning; and Phase 2: classroom teaching and learning activities, consisting of 5 steps: 1) creating experiences and planning writing;2) connecting texts; 3) drafting writing; 4) evaluating work; and 5) completing writing. The measurement and evaluation of learning outcomes were conducted during and after teaching and learning. By evaluating both quantity and quality 2. Effectiveness ofteaching and learning The results of the experiment found that the target group had an average score of creative writing ability after the experiment that was significantly higher than before the experiment at a statistical level of .05 and 80 percent allpassed the specified criteria. The results of the analysis of qualitative data from learning records showed that learning in teaching and learning management helped strengthen the ability to analyze the relationship between texts and write creative Thai writing in the entertainment category very well.