There were some plans to implement PWIM technique made by the researcher and the collaborators in JCOT stage. They are:
a Generating Sentences and Paragraphs The researcher prepared worksheet containing jumbled sentences of a
story. The students were asked to put sentences into the right order. b Reading and Reviewing Sentences and Paragraphs
The researcher and the collaborator planned to correct and give feedback on the results of the students’ writing to make them know
their mistakes such as misspelling words and incorrect grammar. 2 Second meeting
In the second meeting, the plans focused on implementing the activities and media of PWIM technique in ICOT stage. The researcher followed the
steps of writing process as explained in the following discussions. a Planning
• Selecting Pictures
The researcher prepared and selected a picture for the students to help them generating the idea. The pictures about “Timun Mas
Story” would be given for the students. •
Identifying and Labeling Items The students were asked to identify items and ideas related to the
pictures. •
Reading and Reviewing the Picture Word Chart
The researcher provided a picture word chart in which the students’ have to label each items by writing the words on it.
b Drafting •
Adding Words The researcher provided opportunities for the students to write
add new words in the picture word chart. •
Generating Sentences and Paragraphs After the students finished in writing down the words on the
picture word chart, the researcher planned to ask the students to write sentences that originally came from their mind. Then, they
were asked to arrange that sentences into a good paragraph. c Editing
• Reading and Reviewing Sentences and Paragraphs
The researcher gave opportunities for the students to correct their own writing by checking on spelling and grammar. Moreover, the
researcher and the collaborator also gave feedback to make the students know their mistakes and to make them understood how to
revise their writing. d Final version
• Asking the Students to Present Their Writing Tasks.
The students were asked to present their final writing product that was done individually.
b. Action and Observation
1 Meeting 1
The first meeting was on Tuesday, 19 May 2015 at 09.20 a.m. until 10.40 a.m. The researcher carried out the actions as the teacher. The English teacher
who became the collaborator sat at the back of the class and observed the learning process. The researcher started the class by greeting, praying, and checking the
attendance. She told the students that she would teach them for two weeks. She further introduced herself as well as the collaborator who accompanied her while
doing the research. At the beginning of the lesson, the steps of PWIM were explained to the
students. After the students clearly understood about the steps, the researcher explained about the material that would be learned during the research. Relying on
the curriculum of VIII grade students, narrative text material was chosen. During this research, a handout was used to engage the students in
teaching and learning process so that students could implement the technique effectively while writing a narrative text. This situation is shown by the following
field note.
After checking students’ attendance, R informed again to Ss that R would discuss the material of writing narrative text using Picture Word Inductive Model. R
briefly explained what PWIM is and distributed handout containing the step of PWIM. Ss were directly guided into first step of PWIM.
FN-0519 May 2015
Then, a series of pictures of a famous narrative story, “Bawang Merah and Bawang Putih”, were displayed to the students as the first step of PWIM. The
students were given a task for labeling items in the pictures. In this activity, they could only identify and write some words from the pictures. Some students even
did not do the labeling activity. It showed that their vocabulary mastery was very low. After that, the students were given explanation that they might open
dictionary to find the words in English. Afterwards, the students were provided with an example of narrative text.
They were asked to decide which part of the text which was the title, the orientation, the conflict, and the resolution. Some of them asked the researcher
some questions when they did know the meaning of words. She suggested them to look again at the picture word chart for checking the meaning of word. However,
there were some noisy students in the class. The researcher gave them questions in order to get their attentions. The following field note describes this situation.
R asked, “Can you describe the people on the pictures? What the story is about? What are they doing?” Some male students who were talking toeach other
unexpectedly answered the questions in Bahasa Indonesia. “Bawang Putih baik miss. Dia lagi nyuci” “Bawang Putih was kind, and she was washing clothes.”
and the other students answered “Ibu tirinya jahat, nyuruh-nyuruh bawang putih” “The stepmother was cruel, and she always asked Bawang Putih to do
something.”
FN-0519 May 2015
Some questions on the worksheet were given to measure their understanding about the text. Some students said again that they found it difficult
to answer the questions because they did not know its meaning in Bahasa Indonesia. Then, both the researcher and the students discussed the text together
to check the answer. The students also were guided to open dictionary and also to look at the picture word chart consisting lists of words. If they did not know the
meaning of the words, the students were asked to write down words and its meanings on their handout. Finally, they could answer the questions related to the
texts. The researcher continued to explain about the language features of
narrative text. She explained the characteristics of a narrative text which usually used action verbs, past tense form, and connectors. After she finished in
explaining the materials, she continued to guide the students in the next tasks. They were asked to classify words that they get from the pictures into the word
class. They had to classify into noun, verb, adjective or adverb. The researcher asked the students to write the word in the provided column in the whiteboard.
Each student joined this activity. They actively wrote the words on the whiteboard. It was found that there were misspelling words on the students’
writing. To minimize this problem, the researcher asked them to do the third step of PWIM that is read and review the picture word chart. They spelled the word
aloud and pronounced the words. Because of the limited time, they only spelled and pronounced few words that were considered as difficult words.
After all of the students had classified the words, they discussed it together. The researcher identified that the students were still confused whether a
word belongs to verb, adverb, noun, or adjective. Then, she corrected their answer
and gave emphasize about the concept of word class. The students’ activity of classifying group into word class can be seen from the following photograph.
Picture 1. The students classified words into word class.
At the beginning of MOT stage, Modeling of the task, the researcher then continued to give some grammar exercises. In these exercises, the students
were asked to complete each sentence using the correct verb form. They did the task and completed the picture word chart in their worksheet. However, some of
them were not eager to do the task. The researcher also provided a list of words to help the students in
completing the picture words chart. The students write down a list of words given by the researcher and they checked its meaning of each word in the dictionary.
After that, they started to complete the sentences. The researcher walked around the class to check their work. However, many students just completed the story by
putting a verb into each sentence without changing it into past-tense form. Then, she told them to open their dictionary to search the past-tense form of each verb.
Because of limited time, she helped them by directly giving lists of the past-tense form of each verb.
