organize their ideas chronologically. PWIM also can be designed into several activities such as vocabulary building and grammar exercise so the students can
learn about the language use in narrative texts. Furthermore, PWIM can be used in the teaching and learning process to
improve the students’ motivation in writing. This technique requires the students to actively participated and involved in the teaching and learning process.
Through the given activities, they are stimulated to write words, sentences, and paragraphs.
Considering the benefits of the use of PWIM, in this research, the researcher decided to implement PWIM to improve the students’ ability in writing
narrative texts in terms of content, organization, vocabulary, and language use. The researcher also used this technique to improve the students’ motivation in
writing narrative texts. The framework of this study can be seen in the following scheme:
The Problems of writing narrative texts in the classroom
The lack of writing ability The low motivation to write
The need of a guided writing technique
Classroom Action Research
Pre-Test
Cycle 1 1.
Planning 2.
Action Implementing PWIM
technique – Selecting the pictures
– Identifying and labeling
the pictures – Reading and reviewing
the picture word chart – Creating a title
– Generating words into sentences and
paragraphs – Reading and reviewing
the sentences and paragraphs
3. Observation
4. Reflection
Cycle 2 1.
Planning 2.
Action Implementing PWIM
technique
Figure 4. Framework of the Study
Interview Post-test
Report – Selecting the pictures
– Identifying and labeling the pictures providing
list of words – Reading and reviewing
the picture word chart checking the spelling of
words
– Creating a title – Generating words into
sentences and paragraphs adding exercises about
the use of past-tense form
– Reading and reviewing the sentences and
paragraphs 3.
Observation 4.
Reflection
CHAPTER III RESEARCH METHOD
In this chapter, the researcher provides the information of how she conducted her research study. It consists of type of the research, research setting,
data collection, data validity, data reliability, and research procedure.
A. Type of the Research
This research aimed at improving the VIII grade students’ ability in
writing narrative texts at SMP N 3 Mlati through the use of Picture Word Inductive Model PWIM so this study belongs to the field of action research.
According to Burn 2010:2, action research is a research which has purposes to identify problems and to find solutions in order to bring about changes and better
improvements for the problems. This classroom action research was conducted collaboratively. The
researcher carried out the research with the English teacher and the researcher’s colleague. The first collaborator is the English teacher who helped the researcher
interpreting the data and the second collaborator is the researchers’ colleague who helped her observing the implementation of the research.
In this research, the researcher identified some problems related to the students’ writing ability. Then, she formulated the actions to solve the problems.
She decided to conduct action research based on Kemmis and Mc.Taggart model as cited in Burns 2010:7-9. There were four phases in each cycle involved in this
research. Those were planning, action, observation, and reflection. The figure of those steps is illustrated as follows.
Figure 5. The Spiral Model by Kemmis and Mc. Taggart
B. Research Setting
1. Place
The research was carried out in SMP N 3 Mlati which is located in Tlogoadi, Mlati, Sleman, Yogyakarta. The school has adequate facilities including
classrooms, offices, a library, laboratories, a mosque, a canteen, and a school yard. Moreover, all of the classrooms are facilitated with LCD. The environment is
really comfortable to the students for learning process. This school also has good teachers. There are many teachers who have completed their bachelor degree S1,
and there are also teachers completing their master degree S2 program.
2. Time
The research was carried out in the second semester of academic year 20142015 from May to June 2015. It followed the school calendar and the
schedule in which the English subject was taught. 3.
Participants The main subjects of this research were the students of VIII D class at
SMP N 3 Mlati in the academic year of 2014 2015. There were 32 students in this class with 14 males and 18 females. In addition, the English teacher was also
actively participated in this study. His responsibilities were observing the action and reflecting the results together with the researcher. Meanwhile, another
collaborator also helped the researcher to take some photographs and additional information during the research.
C. Data Collection
1. Types of Data
There were two types of data in this research. They were qualitative and quantitative data. The data obtained through interview sessions and observations
were in the form of qualitative data. Meanwhile, the students’ scores of the writing tests were the quantitative data.
2. Data Collection Techniques
Three techniques of collecting data were used by the researcher. The qualitative data were gained through observations and interviews. Meanwhile, the
quantitative data were collected from the writing tests.
Those techniques are explained as follows: a.
Observation Observation enabled the researcher to describe subjects’ activities in the
classroom at a particular time. The researcher observed the teaching and learning process before, during, and after the actions in the classroom. The
purpose of the observation was to gain some data about the effect of PWIM implementation to the students.
b. Interview
Interview was used to get information from the students and the teacher about the teaching and learning process. It was also conducted to discover
problems during the teaching and learning of English. The researcher interviewed both the teacher and the students to collect the most complete
data about how they see problems that happened in the class and the effects of using PWIM in the classrooms.
c. Conducting Writing Tests
Writing tests were conducted to measure the students’ improvement in writing. There were a pre-test to know the students’ writing ability before
the implementation of the actions and a post test to find their writing development after the actions. The assessment was based on the writing
rubric that consisted of content, organization, grammar, vocabulary, and mechanics.
