The Background of the Study

5

B. The Problems of the Study

This study aims to answer a question which is related to the topic : Is there any significant effect of using Picture Word Inductive Model PWIM on students’ achievement in writing Narrative text?

C. The Scope of the Study

There are twelve genres in writing, namely Report, Procedure, Narrative, Recount, Descriptive, Expository, Argumentative, Persuasives, Explanation, News item, Anecdote and review. This research is limited to writing Narrative text only.

D. The Objectives of the Study

The objective of the study is to find out the significant effect of using Picture Word Inductive Model PWIM on students’ achievement in writing Narrative text.

E. The Significances of the Study

This research is expected to give contribution for: Theoretically, this study hopefully, can be used as a reference for readers who want to study about writing Narrative text. Practically, it can help the reader for further understanding about writing Narrative text, and teaching it using PWIM. 40 CHAPTER V CONCLUSION AND SUGGESTIONS

A. Conclusion

The result of calculation of t-test showed that t-observed was 3.66 with the degree of freedom df 70 at the level of significance 0.05. the t observed was higher than t-table 1.667 α= 0.05 which implies that the hypothesis is accepted. It can be concluded that using Picture Word Inductive Model PWIM affects the student’s achievement in writing narrative text.

B. Suggestions

The writer point out some suggestion as the following: 1. It is suggested to the English teacher to apply Picture Word Inductive Model PWIM because this sterategy helps the students in understanding the narrative much better. 2. It is suggested to the students to use Picture Word Inductive Model in their learning to help them to express their idea. 41 REFERENCES Brown, H. Douglas 2002. Principles of Lamguage Learning and teaching, fourth edition, New York: University of Phoenix. Calhoun, Emily F.1999. Teaching Beginning Reading and Writing by using Picture Woed Inductive Model. Virginia USA: ASCD Dietsch,B.M.2003.Reasoning And Writing Well: A Rhetoric, Research Guide Reader, and Handbook, New York: The McGraw Hill. Hornby, A.S.1995. Oxford Advanced Learners Dictionary of Current English, Oxford: Oxford University Press. Jennice, M Laver. Et. Al. 1991. Four Worlds of Writing. London Press Kartika, Sundari.2012. Improving Student s’ Achievement in Writing Descriptive Text through The Picture Word Inductive Model PWIM. Medan: UNIMED. Knapp, P and Megan Watkins. 2005. Genre. Text Grammar. Text, Grammar. Sydney: University of Sydney. Langan, John.2005. College Writing Skill. Sixth Edition. New York: Mc Graw. Littell. 1989. Basic Skills in English Glenview. New Jersey. Mc Dougal. Oshima, Alice and Hogue, Ann.1991. Academic Writing. London: Addison Wesley. Procter, Paul. 1978. Longman Dictionary of Contemporary English London: Longman Group. Richard and Rodger. 2001. Approaches and Methods in Language Teaching Second edition. Cambrige: University Press. Vockel, E.L. 1983. Educational Research. New York: Macmillan 42 APPENDIX A The Lesson Plan School : SMA Negeri 1Silangkitang Subject : English Class : XI Material : Narrative text Meeting : 1

A. Core Competence

1. Inspiring and applying the religion study they believe. 2. Inspiring and applying behavior of honesty, discipline, responsibility, care, cooperation, tolerance, peace, politeness, responsiveness and pro-activeness, and showing attitude as a part of solutions of any problems in interacting effectively with social and natural environment and also in putting themselves as nation’s reflection in world association. 3. Comprehending, applying, analyzing the factual, conceptual, procedural, and meta-cognitive knowledge based on their curiosity about science, technology, art, culture, and humanity with insight of humanity, nationality, and civilization due to the cause of phenomena and events, and also applying procedural knowledge in specific study area based on their talent and interest to solve problems. 4. Processing, reasoning, and providing in concrete and abstract domain due to the development of what they learn at school independently, acting effectively and creatively, and be able to use methods based on educational rules.

B. Basic Competence

1.1 Be grateful of opportunity to study English as International language which is shown in enthusiasm of learning. 2.3 Appreciating behavior of responsibility, care, cooperation, peace-loving, in operating functional communication. 3.5 Analyzing social function, text structure, and grammatical pattern of narrative text in the form of short story, based on its context of using. 4.10 Making Narrative text, by paying attention on correct and context-based social function, text structure, and grammatical pattern.

C. Goal of study

Students seriously, politely, and expertly write narrative text by using correct and accepted grammar in daily live. 43

D. Indicators

Seriously: a. Identifying the generic structure of the narraitve text b. Identifying the grammatical features of the narraitve text c. Write the narrative text about Snow White

E. Material

Comunicative Purpose Its function to amuse, entertain people, and to deal with actual or vicarious experience in different ways. Rhetorical Structure Rhethorical structure or generic structure is known by text elements which means how steps of a text should be write. Text elements in narrative text are: - Title - Orientation - Complication - Resolution - Coda Language Features Language features is similar to grammatical patterns. Its contain of grammatical rules used in a written text. . A narrative text is specified by the following criteria of grammatical pattern: - Focus on generic participants, - Use of relational processes and conjungtion - Elements of sentence using subject, predicate, object and adverb simple sentence, past tense, compound sentence and complex sentence

F. Example of Narrative Text

THE SHEPHERD’S BOY There was once a young shepherd boy who tended his sheep at the foot of a mountain near a dark forest.