General Findings RESEARCH FINDINGS AND DISCUSSION

Table 10 shows that the use of PWIM technique could improve the students’ writing ability. From the table, it can be seen that the problems that were found in the English teaching and learning process of writing in pre-cycle related to the students’ difficulties in generating, developing ideas, and organizing paragraphs. They also had difficulties in using the grammar rules and choosing appropriate words for certain context. The students also ignored the mechanics aspects. Based on those situations, the researcher and the collaborator implemented the actions which consist of Cycle 1 and Cycle 2. After implementing the actions, the table indicates that there were some improvements concerning the content in Cycle 1. The students could generate ideas although they had difficulties in elaborating their ideas. Although they made a lot of mistakes in using grammar in their writing, they became aware that in writing narrative text, they should write in the past tense form. The words that they learnt in the steps of PWIM in Cycle 1 helped them to improve their vocabulary mastery although they still had difficulties in the word choices. There were also improvements in mechanic aspect, but some misspelling words also still could be found in their writing. In Cycle 2, there were some improvements in all aspects. The students could develop their ideas to write a story and they started to add supporting details. They could construct a story in a good chronological order therefore the communicative purpose of the text was attained. They followed the grammar rules especially simple past tense. Their vocabulary mastery was also improved because they were reinforced to memorize the words through pictures. Their writings became well written because the students began to pay attention related to spelling, punctuation, capitalization, and paragraphing. The quantitative data also supported the findings. The students’ writing works were assessed by using inter rater reliability. The scoring process was done by researcher and her collaborator based on the scoring rubric of Jacobs et al. The following tables present the mean scores of each aspect gained from the pretest, Cycle 1, Cycle 2, and post test. Table 11. The students Mean Scores in the Aspect of Content Rater Pre test Cycle I Cycle II Post test Researcher 16.69 17.94 19.16 20.03 Collaborator 16.88 18.22 18.75 19.88 Mean scores of the rater 16.78 18.08 18.95 19.95 Table 11 shows that the students’ writing ability in the aspect of content was improved. The mean scores increased from pre test until post test. Furthermore, the gained score from pre test and post test was 3.17. It was a good progression. Table 12. The students Mean Scores in the Aspect of Organization Rater Pre test Cycle I Cycle II Post test Researcher 11.06 12.88 13.53 14.16 Collaborator 10.88 13.34 13.91 14.38 Mean scores of the rater 10.97 13.11 13.72 14.27 Table 12 indicates that the students’ writing ability in the aspect of organization was also improved. The mean scores of the students’ writing ability in the aspect of organization increased from pre-test until post-test. Overall, the gained score obtained was 3.30. Table 13. The students Mean Scores in the Aspect of Vocabulary Mastery Rater Pre test Cycle I Cycle II Post test Researcher 10.50 12.88 14.34 15.09 Collaborator 10.22 13.38 14.66 14.88 Mean scores of the rater 10.36 13.13 14.50 14.98 Table 13 shows that the students’ vocabulary mastery also increased. The students got better scores in the aspect of vocabulary in their writing. The gained mean score obtained was 4.62. It was a quite significant improvement. Table 14. The students Mean Scores in the Aspect of Language Use Rater Pre test Cycle I Cycle II Post test Researcher 9.69 11.97 13.66 14.25 Collaborator 9.38 12.63 14.47 15.06 Mean scores of the rater 9.53 12.30 14.06 14.66 Based on Table 14, the students’ writing ability in the aspect of language use increased. There was significant improvement in Cycle 2. The scores increased from 12.30 up to 14.06. Overall the gained score that they obtained was 5.13. It was a quite significant improvement. Table 15. The students Mean Scores in the Aspect of Mechanics Rater Pre test Cycle I Cycle II Post test Researcher 2.84 2.97 3.22 3.31 Collaborator 2.69 3.19 3.28 3.38 Mean scores of the rater 2.77 3.08 3.25 3.34 Table 15 indicates that the students’ writing ability in the aspect of mechanics was also improved. The students paid attention more to the spelling, capitalization, and punctuation in writing. The gained score that they made was 0.57. Overall, the scores above are presented in the following graph. Figure 11. The Graph of Students’ Writing Score in the Five Aspect Figure 7 shows that in reference to the students writing scores, the gain scores in the content aspect was 3.17, organization aspect was 3.3, language use aspect was 5.13, vocabulary aspect was 4.62, and mechanic aspect was 0.57. It means that there was improvement of the students’ ability in writing narrative text after they implemented PWIM technique. In conclusion, this research is considered successful.

D. Discussion

The implementation of PWIM technique in this research brought some successful improvements in the students’ ability in writing narrative texts and the teaching and learning process. Based on the findings of this research, the first improvement was related to the content. The first step of PWIM that was identifying items and ideas in the picture were carried out successfully. This step could stimulate the students to generate the ideas. The labeling words in the second step could help the students to brainstorm the important ideas that they had to write. These findings are in line with Calhoun 1999 who states that the 5 10 15 20 25 Content Organization Vocabulary Language Use Mechanics Pre test cycle 1 cycle 2 Post test concept of using pictures as a stimulus for language experience activities in the classroom was developed specifically for teaching young students to read and write. The second improvement was in the aspect of organization. By doing the steps of PWIM, the students could organize the ideas into a good sequence regarding to the generic structure of narrative text and in a chronological order. By identifying picture, labeling words, and creating sentences, the students became able to generate paragraph in good sequence. The findings are suitable with the frameworks of PWIM as stated in Calhoun 1999 who defines PWIM that is designed to develop and support the students in sharing common meaning through words and composing sentences and paragraphs that conveys ideas for readers. The third improvement was related to language use. The students understood the concept of simple past tense after doing exercises about grammar related to the text in the step PWIM that is classifying words. During the implementation of steps in PWIM, the students were asked to comment on what they saw in the words and sentences. Through this process the students learned about general rules on how language works. By having discussion and giving feedback with the students, both of the activities could improve the students’ ability in terms of the language use. It shows that in implementing PWIM technique, the students still followed the process of writing such as planning, drafting, revising, and editing which could help them to write effectively as stated in Richard and Renandya 2002. The fourth improvement was related to vocabulary aspect. Repetition and presentation of words on the picture word chart convert the words into sight words for most students. By looking at the pictures that had been identified into words and looking up at dictionary, the students could use more appropriate words in their writing. Therefore their vocabularies were more varied. The next improvement was in the aspect of mechanics. In the labeling steps of PWIM, the students were asked to spell the word aloud so that the students’ awareness about the spelling of the words was improved. The students also tried to minimize the misspelling by checking the words in dictionary. By giving written feedback to the students, the researcher made them paying attention to punctuation and capitalization. The improvement of the students writing ability was also supported through quantitative data. The data were in the form of the students’ scores of pre test, Cycle 1, Cycle 2, and post test. According to the comparison between the students’ mean scores in pre test, Cycle 1, Cycle 2, and post test, there was improvement in every aspect of the students’ writing ability. Therefore, the researcher concluded that the Picture Word Inductive Model PWIM technique could improve the students’ ability in writing narrative texts of VIII D class at SMP N 3 Mlati. 120

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter presents the conclusions, implications, and also some suggestions of the research. Each point is described as follows:

A. Conclusions

This research aimed at improving the students’ writing ability of the eight grade students of SMP N 3 Mlati, Yogyakarta through PWIM Picture Word Inductive Model. PWIM steps consist of selecting pictures, identifying pictures, labeling the picture parts, reading and classifying the picture word chart aloud, adding new words, generating sentences, composing paragraph, and reviewing the text that had been constructed. The subjects of the research were the students of VIII D class. The research began on May 2015 and ended on June 2015. In this research, the PWIM was implemented in two cycles. In Cycle 1, the actions focused on introducing the PWIM technique to the students, building knowledge of narrative text, modeling the text, and implementing PWIM strategy to construct narrative text. In Cycle 2, the actions especially focused on the implementation of the steps of the PWIM technique to improve the students’ writing ability. After the implementation of PWIM, there were some improvements in the students’ writing ability as well as the improvements in the teaching and learning process. The findings of the research in Cycle 1 and Cycle 2 are presented below. 1. The implementation of PWIM technique improved students’ writing ability in the aspect of content. This step is done by identifying the