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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
pictures. The students were encouraged to be active in giving their ideas. They brainstormed their idea on how they were going to write the story.
2. The students’ writing ability in the aspect of organization was also improved. By implementing PWIM technique related to the aspect of
organization, they were more able to organize their idea into coherent paragraph by paying attention to the generic structure of narrative text.
They understood how to write orientation in the narrative text. The words that had been identified in the picture word chart helped the students to
introduce the characters in the part of orientation. The provided series of pictures also helped the students to write the complication and resolution
part. 3. PWIM technique could facilitate the students to improve language use
mastery. The students were asked to comment on what they see in the words or sentences so that they could learn about the general rules on how
language works. The significant improvement of the students in this aspect could be shown in their understanding of simple past tense. It seemed that
they were more aware to use past tense in writing a narrative text. In addition, their mastery of word class was also improved. The step is done
by classifying words which helped the students to understand about the concept of word class. They were aware that adjectives are necessary for
describing the characters in writing a story. Moreover, the students were able to use pronouns in their writing.
4. The implementation of PWIM technique could enrich the students’ vocabulary mastery. The second step of PWIM, identifying and labeling
items in the pictures facilitated the students to find many words. In this step, students also read words aloud in order to reinforce their memory of
those words. Then, they practiced writing those words in the form of sentences.
5. The last step of implementing PWIM, reading and reviewing the text, improved the mechanic aspect. It showed that the students started to pay
attention to the capitalization and spelling. They also opened dictionary to check the spelling.
In brief, the students’ ability in writing narrative texts improved after implementing all steps of PWIM as displayed in the increase of the
gain score by comparing the mean scores of the pre test and post test.
B. Implications
By regarding the conclusions, it could be implied that the implementation of PWIM was useful to improve the students’ writing ability. It could help the
students to generate the content of the story and enrich the students’ vocabulary. The other aspects of writing ability such as organization, language use, and
mechanics also improved. Besides, PWIM improved the students’ participation and enthusiasm towards writing practices. Therefore, it is suggested that the
English teacher use the PWIM in their teaching and learning process of writing.
C. Suggestions
In connection with the conclusions and implications above, some suggestions are directed to the English teacher, the students and other researchers.
1. To the English Teachers
The English teacher should be more creative in choosing the writing activities. The teachers should know what students need in order to improve
students’ weakness in writing ability. It is suggested that if they want to use PWIM technique, they should consider the situation of the class so that they
can manage the class well. They also should consider on learning materials and pictures as the media in order to increase the students’ enthusiasm
toward writing. 2.
To the Students The students should manage themselves to always have positive attitude
toward English lesson. It is important for the students to always practice writing so that they could improve their writing ability. In addition, they
should always actively participate in the process of teaching and learning and do the task given by their teacher. They also should manage themselves
to work in pairs, in groups, or individually. 3.
To other Researchers Other researcher could use this study as a reference for conducting further
research of the relevant topics. Because this research only deals with the use of PWIM to improve the students’ ability in writing narrative text, it is
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