THE EFFECT OF PROCESS AND PRODUCT-BASED APPROACH ON WRITING BY USING DIGITAL STORYTELLING TO ENHANCE THIRD GRADE STUDENTS'NARRATIVE WRITING SKILL

Abstract

One of the most difficult aspects of English language learning and teaching is writing, and my students experience difficulties with it. As a result, it is an attempt to identify methods for constructing a solid foundation for grade 3 students. The objective of this study was 1. To compare the integrated approach of process-based and product-based approach in grade 3 students ’narrative writing skill. 2. To investigate the effect of process-based and product-based approaches affects grade 3 students' writing accuracy. 3. To explore students’ attitudes towards the integration of process-based and product-based approach by utilizing digital storytelling as motivation. A research design was implemented. G3 students were selected to participate in action research as a systematic inquiry method through purposive sampling from the IB curriculum of a KIS International School Bangkok. The pretest and posttest, and self-reflection paper comprised the research instruments. The data was submitted to analysis using content analysis and mean scores. The results indicated that the integration of process-based and product-based approaches significantly affected the students' narrative paragraph writing ability. The pretest accounted for 46.77 percent of the mean score, while the posttest accounted for 74.81 percent. Additionally, the participants exhibited a positive attitude toward the integration of process-based and product-based approaches in their writing, as it facilitated their comprehension of the stages involved in the writing process and benefited the improvement of a more effective narrative paragraph. Pedagogical implications for writing classroom practice and recommendations for further investigations.

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