THE EFFECTS OF TOULMIN MODEL USAGE

ON PERLIS MATRICULATION STUDENTS’

ARGUMENTATIVE WRITING AND
ENABLING ENGAGEMENT VIA INSTAGRAM.

(TALHA BINTI TAUFIK)

P-PD0046/18(R)
Problem Statement:
■ At Perlis Matriculation College, many students have difficulties in
writing argumentative writing.
■ It is very difficult for them to express their views efficiently because
they are not competent in presenting their flow of thoughts effectively.
■ MUET result - band 2 or a band 3 for their writing component.
■ Due to:
– Weak skills on how to construct good argumentation.
– Lacking in organising ideas efficiently.
– No specific model or standardised method in producing strong
argument in learning argumentative writing.
■ To add value to the teaching and learning experience, having SNS-
Instagram it is deemed appropriate.
Significance of Study:
Why Toulmin Model
– to serve as a guideline in argumentative essay writing that would
enable students to have better guidance in providing strong
argumentation.
– to allow teachers and students to have structured ways to develop good
argumentation skills.
– to draw students’ flow of thought effectively in forming argumentation
based on the elements in the Toulmin Model.
Why Instagram
– According to Tengku Siti Aisha & Aini Maznina (2019) instagram is
very popular in Malaysia especially among teenagers and young adults.
– These age groups have been using it extensively therefore by
integrating it in the teaching and learning, students would be engaged
and thus improve their argumentative writing.
Research Objectives:
■ To compare the effects of Toulmin Model usage and the traditional
teaching method in providing strong argumentation.

■ To compare the effects of Toulmin Model elements in helping the

development of students’ ideas when completing argumentative
writing and the traditional teaching method.

■ To examine the usage of Toulmin Model in influencing students’

organisation of ideas.

■ To examine students’ engagement in the learning of argumentative

writing via instagram.
Research Questions:
■ Is there any significant difference in the results of posttest in comparing to
pretest by having Toulmin Model in the argumentative writing
between students who used Toulmin Model and students who used the traditional
teaching method after the influence of pretest of argumentative writing result is
controlled?
■ Is there any significant difference in the results of posttest in comparing to
pretest by having Toulmin Model elements in the development of ideas in
the argumentative writing between students who used Toulmin Model and
students who used the traditional teaching method after the influence of pretest
of argumentative writing result is controlled?
■ How does Toulmin Model is effective in influencing students’ organisation
of ideas in argumentative writing in the experiment group?
■ How does Instagram help students to have better engagement in the
learning of argumentative writing?
Conceptual Framework:
Learning Theories:
Social Constructivism and Cognitive Approach Process:
Social Constructivism: In writing
■ The key theory that enable students to elicit good argumentation;
– central philosophy behind the decision to focus on the areas of
critical argument and the students capabilities in argumentative
writing (Mckinley, 2015).
■ Human development is socially situated and knowledge is
constructed through interaction with others.
■ It allows for necessary insights on how students interact socially
(Creswell, 2014).
Learning Theories:
Social Constructivism and Cognitive Process Approach:
Social Constructivism: Instagram
■ Using Instagram as an educational tool coincides with the principles
embraced by social constructivism as it is indeed student-centered
learning.
■ Learning occurs when there is meaningful social interaction that
includes community sharing of different perspectives and
experiences (Nina Hayati, 2015).
■ It includes a relationship between the teacher and student based on
social interaction.
■ Promotes active engagement, encourage people to work in groups,
provide opportunities for feedback and connect people to others who
are more knowledgeable (Brown, 2001).
Learning Theories:
Social Constructivism and Cognitive Process Approach:
A Cognitive Process Approach:
■ The cognitive approach explicitly teaches writing strategies that enable
them to plan, write, and revise their essays (Ferretti and Graham,
2019).
■ Applying Toulmin Model could help students to think critically.
■ A work in text form could not be realised without process writing, by
knowing its processes, students are aware to equip and enrich
themselves by knowledge and skills (Fadhly and Ratnaningsih, 2017).
■ these thinking processes are very much relevant in Toulmin Model of
argumentation as students could apply the elements in the model in
order to provide strong argumentation.
Suggested Methodology:
■ A quasi-experimental design: pretest-posttest non-equivalent control group
design with mixed-method approach.
■ Population and Sampling:
– Population of this study is Perlis Matriculation College students
– Purposive sampling method is to be employed where two classes:
treatment group & control group.
■ Data analysis
– Ancova to analyse the data for quantitative approach and also to increase
the power of statistical test.
– Students would also be given questionnaire to gather data on their
feelings of having Instagram in their learning.
– Semi-structured interview is to be carried out to obtain data on students
engagement and experience of having Instagram in the blended learning.
Suggested Methodology:
Procedure.
First stage, students are introduced to lessons on the six elements of
argument (via face-to-face):
– Claim, Data, Warrant, Backing, Qualifiers and Rebuttal
Second stage, the teacher would give more input or enrichment activities
via Instagram features as to make them familiarize with the Toulmin
Model.
– Scaffolding for the students in order to aid them in organising
their flow of thoughts in argumentative writing.
– Students could also share their opinions on igfeed or other ig
features.
Third stage, after the eight weeks of intervention, the researcher would
conduct a posttest on treatment and control group.
Thank You