Conclusions CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

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 suggested that the other researchers may explore this technique using different type of research such as experimental or correlation ones. REFERENCES Anderson, M. and Anderson, K. 1997. Text Types in English 2. South Yarra: Macmillan Education Australia. Andriani, Lina Sofia. 2015. The Use of Picture Word Inductive Model PWIM Strategy to Improve Students’ Writing Ability Skill of Recount Text An Action Research of the Eighth Graders of Junior High School 2 Semarang in the Academic Year of 20142015. Final Project. English Department. Faculty of Languages and Arts, Semarang State University Badan Standar Nasional Pendidikan BSNP. 2006. Standar Isi untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Depdikbud. Brown, H.D 2000. Principles of Language Learning and Teaching. New York: Pearson Education Company. _________. 2001. Teaching by Principles: An interactive Approach to Language Pedagogy. New York: Pearson Education Company. _________. 2004. Language Assessment Principles and Classroom Practices. San Fransisco: Addison Wessley Longman. Burns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. _______. 2010. Doing Action Research in English Language Teaching. New York: Routledge Completely Revised and Updated. London: Addison Wessley Longman. Calhoun, E. F. 1999. Teaching Beginning Reading and Writing with Picture Word Inductive Model. Alexandria, VA: association for supervision and curriculum development. Feez, S. and Joyce, H. 1998. Text-based Syllabus Design. Sidney: NCELTR. Harmer, Jeremy. 2001. The Practice of English Language Teaching. 3 Ed. Essex: Pearson Education Limited. ____________ . 2007. How to Teach English. Essex: Pearson Education Limited. Hyland, Ken. 2009. Second Language Writing. Cambridge: Cambridge University Press. Jiang, X. 2011. A Conceptual Paper on the Application of the Picture Word Inductive Model Using Bruner’s Constructivist View of learning and the Cognitive Load Theory. Miami: Florida International University.