A TEXTUAL MEANING-BASED TEACHING MODEL FOR IMPROVING STUDENTS' ARGUMENTATIVE WRITING: A CLASSROOM INTERVENTION STUDY

This study addresses persistent challenges in students' argumentative writing, particularly in organising ideas and developing balanced arguments. To respond to this issue, the study proposed a Textual Meaning-Based Teaching Model (TMBTM) as an instructional innovation that supports students in constructing coherent discussion texts. The model draws on principles of genre-based pedagogy and emphasises the organisation of textual meaning through structured instructional phases. A classroom-based intervention was conducted with undergraduate students in a tourism program. The implementation of the model followed a series of teaching cycles, including pre-intervention and three stages of guided writing development. Data were collected from students' written texts across these stages and analysed to examine changes in text organisation and argument development. The findings indicate that the implementation of TMBTM contributed to a significant improvement in students' argumentative writing. Students demonstrated an increased ability to organise their ideas more coherently and produce more structured texts across the intervention cycles, as reflected in the progressive improvement in writing scores. The results indicate that structured and explicit instructional support plays an important role in helping students develop more effective argumentative writing. The study offers a pedagogically grounded model that can be applied and adapted in similar educational contexts, particularly in EFL settings where students require support not only in language but also in organising meaning within their texts.