c. The Use of PWIM in Writing Narrative Texts
To write a good writing, including narrative text, there are stages in the process of writing that should be done by writers. Each stages of writing process
apply PWIM technique to help writers in planning, drafting, revising, editing, and publishing.
The very first step of writing narrative text is discovering the ideas. PWIM provides pictures that can be used as stimulus to find the idea to write a story.
Interesting pictures can help the students to analyze and describe the characters and settings of the story. They write down many words after they observe the
pictures. After brainstorming ideas, the students can begin to write sentences.
PWIM technique helps students to construct sentences using the words that they have identified from the pictures. They do not need to worry about being perfect
in constructing sentences. They simply write quickly using the words that they have collected to deliver their ideas.
After completing the first draft, the students are guided into revising stage. PWIM provides opportunities for doing a task in group so students have a
collaborator to give comment and suggestion to revise their writing. They are directed to read draft again carefully. The activity focuses on checking whether
the social purpose of the text has been delivered or not and whether generic structures are corrects or not.
After revising the draft, the students edit the draft by re-checking the draft carefully. The basic steps of the PWIM focus on the components of phonics,
grammar, mechanics, and usage Calhoun, 1999: 23. Editing process emphasize checking activities on aspects such as grammar, word choice, verb forms,
punctuation, and spelling. Teacher can give examples of sentences in narrative texts that are grammatically correct. PWIM also provides activities to spell words
correctly and to use correct punctuation and other mechanics aspect such as commas and capital letter.
After checking all details of the draft, the students can publish their narrative text. Their draft may be different from the first plan because it has been
revised. Overall PWIM has strength to keep the students engage in the writing process of narrative text and it deals with the aspect of writing ability such as
generating ideas, organization of the text, vocabulary, language use, and mechanics.
B. Relevant Studies
There are some relevant studies related to the use of PWIM to improve students’ writing ability. In this part, the researcher reviewed some previous
studies related to this research as follows. The first study is the research of Rizal Syamsul 2011. The title of the
research is “Improving the Writing Skill of the Second Graders of MTs Nahdlatul Wathan 2 Rensing Lombok through Picture Word Inductive Model Strategy”. The
findings indicate that using the PWIM strategy could improve the students’ ability in writing descriptive paragraph. It was showed by the improvement of students’
final products after implementing the action. Furthermore, the students became more actively involved in the writing activities.
Another study is conducted by Lina Sofia Andriani 2015. The title of the research is “The Use of Picture Word Inductive Model PWIM Strategy to
Improve Students’ Writing Skill of Recount Text”. The ability of the students of the Eighth Graders of Junior High School 2 Semarang in writing recount text
increased after the researcher applied PWIM. There are five aspects of improvements including organization, content, grammar, punctuation, and style
and quality of expression. The students also became more attentive, active, happier, and attracted in joining the classroom.
The other study on the use of PWIM strategy is “The Effect of Picture Word Inductive Model PWIM and Students’ Self-efficacy toward Their Writing
Skill of Descriptive Texts at Grade X of SMA Negeri 1 Koto Sungai Lasi” by Marsika Sepyanda 2013. This research is quasy-experimental research. The
result showed that there was significant difference between students who were taught using Picture Word Inductive Model PWIM and the students who were
taught using Listing technique. The mean post-test scores of the students were significantly improved compared to the students who are taught using listing
strategy. Based on those relevant studies, the researcher decided to use Picture
Word Inductive Model on improving the students’ ability in writing narrative texts at grade VIII of SMP N 3 Mlati.
C. Conceptual Framework
This study began with the problem that occurred in English teaching and learning process. The problem was the low written ability of the VIII
grade students at SMP N 3 Mlati. Most students found it difficult to generate ideas to
start their writing. They also failed to choose the appropriate words for their writing. Moreover, it was confusing for them to organize ideas. Their grammar
mastery can be said as low since most of them cannot use the right form of grammar. They also made many errors of spelling, punctuation, and capitalization.
Based on the information obtained in the observation on the English teaching and learning process at VIII D class, the students had bad attitude
towards learning. They tended to be passive and they got bored easily. Therefore, the use of teaching technique which can improve the students’ ability and
motivation to write is needed. Among the various techniques, PWIM Picture Word Inductive Model is one alternative technique that is applied in writing.
PWIM is good to improve the students’ ability in writing narrative texts due to some reasons.
First, PWIM is very useful to engage students in writing activities. This technique helps them to generate ideas for their writing. Students should identify
picture and label some provided pictures. They should write words around the pictures. Through the words that they write, they can find ideas for their writing
product. Secondly, PWIM is beneficial to help the students understand narrative
texts better. The picture word chart as a media in PWIM help the students to
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