The Impact of Syntactic Teaching Model on Improving Students Creativity in Composition Lessons

The present research was conducted to determine the effect of Syntactics model of improving student's creativity in composition classes. A quasi-experimental design was used with 100 participants in the second grade of junior high school selected through cluster sampling. The instruments were a Torrance Creativity Test (Form B), Syntactics Teaching Model Checklist, and Data Collection Form for Group Matching. Independent T-test was used for data analysis through SPSS version 15 and the results indicate that the use Syntactics teaching model causes developments in student's creativity. Moreover, the application of this model brings about improvements in steam of consciousnesses, flexibility, ingenuity, and thought expansion. In a comparison between the scores obtained by different genders as a result of Syntactics based instruction on the experimental group, it was found that females outperformed males significantly in creativity, ingenuity, and expansion. However, there was no significant difference between them in terms of flexibility and stream of consciousness.