THE INFLUENCE OF USING PICTURE WORD INDUCTIVE MODEL (PWIM) TOWARDS STUDENTS’ WRITING ABILITY OF RECOUNT TEXT AT THE SECOND SEMESTER OF THE TENTH GRADE OF SMAN 1 WAWAY KARYA EAST LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018 - Raden Intan Repository

  

THE INFLUENCE OF USING PICTURE WORD INDUCTIVE

MODEL (PWIM) TOWARDS STUDENTS’ WRITING ABILITY

  

OF RECOUNT TEXT AT THE SECOND SEMESTER OF THE

TENTH GRADE OF SMAN 1 WAWAY KARYA EAST

LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018

  

A Thesis

Submitted as a Partial Fulfillment of

the Requirements for S1- Degree

By:

  

SITI KHOMARIYAH

NPM. 1411040389

Study Program : English Education

  

TARBIYAH FACULTY AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY RADEN INTAN

LAMPUNG

  

THE INFLUENCE OF USING PICTURE WORD INDUCTIVE

MODEL (PWIM) TOWARDS STUDENTS’ WRITING ABILITY

  

OF RECOUNT TEXT AT THE SECOND SEMESTER OF THE

TENTH GRADE OF SMAN 1 WAWAY KARYA EAST

LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018

  

A Thesis

Submitted as a Partial Fulfillment of

The Requirements for S1-Degree

By:

  

SITI KHOMARIYAH

NPM. 1411040389

Study Program : English Education Advisor : Dewi Kurniawati, M.Pd Co-Advisor : Nurul Puspita, M.Pd

  

TARBIYAH FACULTY AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY RADEN INTAN

LAMPUNG

2018

  

ABSTRACT

THE INFLUENCE OF USING PICTURE WORD INDUCTIVE MODEL

(PWIM) TOWARDS STUDENTS’ WRITING ABILITY OF RECOUNT

  

TEXT AT THE SECOND SEMESTER OF THE TENTH GRADE

OF SMAN 1 WAWAY KARYA EAST LAMPUNG IN THE

ACADEMIC YEAR OF 2017/2018

By

SITI KHOMARIYAH

  Writing is one of English skill that not only able to express ideas and feelings, but also to communicate with the others people in written form. The students’ writing ability of SMAN 1 Waway Karya is still low. To solve this problem, the researcher applied Picture Word Inductive Model (PWIM). Picture Word Inductive Model (PWIM) is a strategy to teach writing by using picture that contains objects and events that are familiar to lure students take the words and their vocabulary. The objective of this research was to know the influence of using Picture Word Inductive Model (PWIM) towards students’ writing ability of recount text at the second semester of the tenth grade of SMAN 1 Waway Karya East Lampung in the academic year of 2017/2018.

  The research methodology was quasy experimental design. The population of this research was students of the tenth grade of SMAN 1 Waway Karya. The researcher took the sample by using cluster random sampling technique and the researcher determined that X ISOS 1 as experimental class and X MIA 2 as control classs. The researcher did five meeting for each class and it consisted of one meeting for pre- test, three meetings for treatments and one meeting for post-test. In collecting the data, the reseacher applied the test in the form of written test. The test was used for pre-test and post-test. After giving the post-test, the researcher analyzed the data by using SPSS (Stastical Program for Social Science) independent samples t-test. After the researcher analyzed the data by using independent samples t-test, it was obtained that the result of Sig. (2-tailed) was 0.000 and is accepted if

  α = 0.05. H a Sig. (P

  )

  value ) < α = 0.05. From the analysis, the score of Sig. (2-tailed) or Sig. (P value

  was lower than α = 0.05 so H was rejected. It could be concluded that there was influence of using Picture Word Inductive Model (PWIM) towards students’ writing ability of recount text at the second semester of the tenth grade of SMAN 1

  Waway Karya East Lampung in the academic year of 2017/2018.

KEMENTRIAN AGAMA UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG FAKULTAS TARBIYAH DAN KEGURUAN

  

Alamat : Jl. Letkol H. Endro Suratmin Sukarame,35131 Bandar Lampung  (0721)703289

APPROVAL

  Title :THE INFLUENCE OF USING PICTURE WORD

  INDUCTIVE MODEL TOWARDS STUDENTS’ WRITING ABILITY OF RECOUNT TEXT AT THE SECOND SEMESTER OF THE TENTH GRADE OF SMAN 1 WAWAY KARYA EAST LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018

  : Siti Khomariyah Student’s Name

  : 1411040389 Student’s Number Study program : English Education Faculty : Tarbiyah and Teacher Training Faculty

  

APPROVED

  To be tested and defended in the examination session at Tarbiyah and Teacher Training Faculty, the State Islamic University Raden Intan Lampung.

  Advisor Co-Advisor Dewi Kurniawati, M.Pd Nurul Puspita, M.Pd

NIP. 19800601 200614 2 047 NIP. 19890717 201503 2 004

The Chairperson of

  

English Education Study Program

Meisuri, M.Pd

NIP: 19800515 200312 2 004

KEMENTRIAN AGAMA UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG FAKULTAS TARBIYAH DAN KEGURUAN

  

Alamat : Jl. Letkol H. Endro Suratmin Sukarame,35131 Bandar Lampung  (0721)703289

ADMISSION

  A thesis entitled: THE INFLUENCE OF USING PICTURE WORD

  INDUCTIVE MODEL (PWIM) TOWARDS STUDENTS’ WRITING ABILITY

OF RECOUNT TEXT AT THE SECOND SEMESTER OF THE TENTH

GRADE OF SMAN 1WAWAY KARYA EAST LAMPUNG IN THE

ACADEMIC YEAR OF 2017/2018,

  by: SITI KHOMARIYAH, NPM:

  

1411040389 , Study Program: English Education was tested and defended in the

th examination session held on Friday, September 28 2018.

  Board of Examiners:

The Chairperson : Meisuri, M.Pd ( )

The Secretary : Yulan Puspita Rini, M.A. ( )

The Primary Examiner : Rohmatillah, M.Pd ( )

The First Co-Examiner : Dewi Kurniawati, M.Pd ( )

The Second Co-Examiner : Nurul Puspita, M.Pd ( )

The Dean of

  

Tarbiyah and Teacher Training Faculty,

Prof. Dr. H. Chairul Anwar, M.Pd

NIP: 19560810 198703 1 001

  

DECLARATION

  Hereby, I state this thesis entitled “The Influence of Using Picture Word Inductive Model (PWIM)

  Towards Students’ Writing Ability of Recount Text at the Second Semester of the Tenth Grade of SMAN 1 Waway Karya East Lampung in the Academic Year of 2017/2018

  ” is completely my own work. I am fully aware that I have quoted some statements and theories from various sources and they are properly acknowledged in the text.

  Bandar lampung, August 2018 Declared by, Siti Khomariyah

  NPM. 1411040389

  

MOTTO

                   .

    “If the ocean were ink (where with to write out) the words of My Lord, sooner would the ocean be exhausted than would the words of My lord, even if we added another

  1

  ocean like it, for its aid.” (QS. Al-Kahf : 109)

1 Abdullah Yusuf „Ali, The Meaning of Holy Qur‟an New Edition with Qur‟anic text (Arabic), Commentary and Newly Comprehensive Index (Beltsville: Amana Publication, 2005), p.

  

DEDICATION

  This thesis is dedicated to:

  1. My beloved parents, my father Mr. Sutrimo and my mother Mrs. Siti Mas’amah who always pray for my success and give me motivation and support to study hard until now. I love them so much.

  2. My beloved elder sister, older sisters, brother in law; Siti Aminah, Fitria, and Jajang who always give me spirit and suggestion for my success.

  3. My beloved nephews and niece; Muhammad Rizky Saputra, Daffa Hafiz Nugraha and Shelviana Putriani who always support me.

  4. My beloved Almamater UIN Raden Intan Lampung.

CURRICULUM VITAE

  The researcher ’s name is Siti Khomariyah. She was born in Sumber Jaya on

  th

  December 24 , 1995. She is the last daughter of three daughters of Mr. Sutrimo and Mrs. Siti Mas’amah. The elder and older sisters are Siti Aminah and Fitria.

  The researcher began her study in kindergarten of TK Budi Luhur in 2001 and graduated in 2002. Then, she continued her study in Elementary School of SDN 1 Sumber Jaya and graduated in 2008. After that she continued her study at Junior High School of SMPN 1 Waway Karya and graduated in 2011. After she graduated from Junior High Shool, she continued her study at Senior High School of SMAN 1 Waway Karya and graduated in 2014. After that she continued her study in State Islamic University of Raden Intan Lampung (UIN) as a student of Physics Study Program of Tarbiyah and Teacher Training Faculty for two semesters, than move to English Study Program of Tarbiyah and Teacher Training Faculty until now .

  During her study in State Islamic University of Raden Intan Lampung (UIN), she joined some organizations in her faculty called HIMAFI (Himpunan Mahasiswa Fisika) for two semesters, and ESA (English Students Association) in just few semester, 2015 until 2016. She also joined in Al-Kahfi Solution as a private teacher

  th

  for one year. Then on July 23 2018 in ninth semester before the researcher did the exam of munaqosah, she began to teaching English in SMPI Al Ma’ruf Waway Karya and SMKS Al Ma’ruf Waway Karya until now.

  

ACKNOWLEDGEMENT

  Praise be Allah, the Almighty God, the Most Merciful and the Most Beneficent, for blessing me with His mercy and guidance to finish this thesis. The peace is upon to our Probhet Muhammad SAW, as well as his family and followers. This thesis entitled “The Influence of Using Picture Word Inductive Model (PWIM) Towards Students’ Writing Ability of Recount Text at the Second Semester of the Tenth Grade of SMAN 1 Waway Karya East lampung in the Academic Year of 2017/2018” is submitted as a compulsory fulfilment of the requirements for S1 degree of English Study Program at Tarbiyah and Teacher Training Faculty, State Islamic University (UIN) of Raden Intan Lampung. When finishing this thesis, the researcher has obtained so much help, assistance, aid, support and many valuable things from various sides. Therefore, the researcher would sincerely thank:

  1. Prof. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and and Teacher Training Faculty of UIN Raden Intan Lampung.

  2. Meisuri, M.Pd, the chairperson of English Education Study Program of UIN Raden Intan Lampung.

  3. Dewi Kurniawati, M.Pd, the first advisor, who has patiently guided and directed the researcher until the completion of this thesis well.

  4. Nurul Puspita, M.Pd, the second advisor, who has always patiently guided, helped, supervised especially in correcting and giving countless time for the researcher to finish this thesis well.

  5. All lecturers of English Department of UIN Raden Intan Lampung, who have taught the researcher since the beginning of the study.

  6. Drs. Nuh Macan, the Headmaster of SMAN 1 Waway Karya for allowing the researcher to conduct the research.

  7. Ibnu Ripant, S.Pd, the English teacher of SMAN 1 Waway Karya for being helpful during the research process and giving suggestion during the research and the students at the second semester of tenth grade of SMAN 1 Waway Karya for allowing to carry out the research in their institution and for giving the contribution and being cooperative while the researcher was conducting the research there.

  8. The researcher’s parents; Mr. Sutrimo and Mrs. Siti Mas’amah, the researcher’s elder sister, Siti Aminah, older sister, Fitria, brother in law, Jajang, nephews, Muhammad Rizky Saputra, Daffa Hafiz Nugraha and niece Shelviana Putriani who always give love and support for the researcher.

  9. The researcher’s beloved friends Siti Hidayatul Marfuah, Susilowati, Voni Windarti, and Yunita Sari, thanks for your friendship, your help and motivation given to researcher.

  10. _{The researcher beloved friends; big family of class G’14, B’15, D’15, F’15, ,} for all of the researcher’s friends of English Program of UIN Raden Intan Lampung, thank for your friendship and motivation given to researcher.

  Finally, it has been admitted that nobody is perfect and the researcher is fully aware that there are still many weaknesses in this thesis. Therefore, the researcher sincerely welcomes criticisms and suggestion from the readers to enhance the quality of this thesis. Furthermore, the researcher expects that the thesis is useful for the researher particularly and the readers generally, especially for those who are involved in English teaching profession.

  Bandar Lampung, August 2018 The researcher, Siti Khomariyah NPM. 1411040389

  

TABLE OF CONTENTS

Page

COVER

ABSTRACT ............................................................................................................ ii

APPROVAL........................................................................................................... iii

ADMISSION ........................................................................................................... iv

DECLARATION .................................................................................................... v

MOTTO .................................................................................................................. vi

DEDICATION ....................................................................................................... vii

CURRICULUM VITAE ...................................................................................... viii

ACKNOWLEDGMENT........................................................................................ ix

TABLE OF CONTENT ........................................................................................ xii

LIST OF TABLES ................................................................................................ xv

LIST OF FIGURE................................................................................................. xvi

LIST OF APPENDICES...................................................................................... xvii

  CHAPTER I INTRODUCTION A. Background of the Problem ..................................................... 1 B. Identification of the Problem ................................................... 8 C. _{Limitation of the Problem ........................................................ 8} D. _{Formulation of the Problem.................................................. 9} E. _{Objective of the Research .................................................... 9} F. Uses of the Research ................................................................ 9

  1. Practically.......................................................................... 9

  2. Theoretically .................................................................... 10 G. _{Scope of the Research ............................................................. 10}

  1. Subject of the research ..................................................... 10

  2. Object of the research ...................................................... 10

  3. Place of the Research ....................................................... 11

  4. Time of the Research ...................................................... 11

  CHAPTER II REVIEW OF RELATED LITERATURE A. Concept of Writing .................................................................. 12 B. _{Aspects of Writing .................................................................. 13} C. _{Concept of Writing Ability ..................................................... 14} D. _{Concept of Teaching Writing .................................................. 15} E. _{Concept of Text ....................................................................... 16} F. Concept of Recount text .......................................................... 20

  1. The Definition of Recount Text ....................................... 20

  2. The Types of Recount Text .............................................. 21

  4. Language Features of Recount Text ................................ 23 G. _{Concept of Students’ writing Ability in recount Text ............. 25} H. _{Concept of Strategy ................................................................ 26}

  I. Concept of Picture Word inductive Model (PWIM) ............... 28 J. Advantages and Disadvantages of Picture Word inductive Model (PWIM) ........................................................................ 30

  1. Advantages of Picture Word inductive Model (PWIM) .. 30

  2. Disadvantages of Picture Word inductiveModel(PWIM). 31 K. The Procedure of Teaching Writing by Using PWIM ............ 31 L. _{Concept of Shared Writing Strategy ....................................... 35} M. _{The Procedure of Teaching Writing by Using Shared-}

  Writing Strategy ...................................................................... 36 N. _{Frame of Thinking................................................................... 39} O. The Hypothesis........................................................................ 40

  CHAPTER III RESEARCH METHODOLOGY A. _{Research Design ...................................................................... 41} B. _{Variables of the Research........................................................ 43} C. The Operational Definition of Variable .................................. 43 D. Population and Sample of the Research .................................. 44

  1. Population of the Research .............................................. 44

  2. Sample of the Research .................................................... 44 E. _{Sampling Technique ............................................................... 45}

  F. Research Procedure ................................................................. 45

  1. Planning ........................................................................... 45

  2. Application ....................................................................... 47

  3. Reporting .......................................................................... 48 G. _{Data Collecting Technique ...................................................... 48}

  1. Pre-Test ............................................................................ 48

  2. Post-Test........................................................................... 49 H. _{Instrument of the Research...................................................... 49} I. Scoring scale for Evaluating Students’ Recount Writing –

  Ability ..................................................................................... 50 J. Validity, Reliability and readability of Test ............................ 52

  1. Validity............................................................................. 52

  2. Reliability ......................................................................... 54

  3. Readability ....................................................................... 55 K. _{Data Analysis .......................................................................... 57}

  1. Fulfillment of the Assumption ......................................... 57

  a. Normality Test ......................................................... 57

  b. Homogeneity Test .................................................... 58

  2. Hypothetical Test ............................................................. 59

  CHAPTER IV RESULT AND DISCUSSION A. _{General Description of the Research Places ........................... 63} B. _{Research Implementation (Procedure) ................................... 64} C. Data Description...................................................................... 65

  1. Description of the First Treatment ................................... 66

  2. Description of the Second Treatment ............................... 68

  3. Description of the Third Treatment ................................. 70 D. _{Data Analysis .......................................................................... 72}

  1. Result of Pre-Test............................................................. 72

  2. Result of Post Test ........................................................... 74 E. _{Data Analysis .......................................................................... 76}

  1. Fulfillment of the assumption .......................................... 76

  a. Result of Normality Test................. .......................... .77

  b. Result of Homogeneity Test............ ......................... 78

  2. Result of Hypothetical Test............................................. 79 F. _{Discussion ............................................................................... 80}

  CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion............................................................................... 84 B. Suggestion ............................................................................... 85 REFERENCES APPENDICES

  

LIST OF TABLES

Page

  Table 1.

  The Students’ Score of Writing at the Tenth Grade SMAN 1 Waway- Karya in the Academic Year of 2017/2018........................................... 3 Table 2. The Total Number of the Tenth Grade Students of SMAN 1-

  Waway Karya in Academic Year 2017/2018 ....................................... 44 Table 3. Scoring Scale for

  Evaluating Students’ Recount Writing Ability ....... 50 Table 4. The Result of Normality Test............................................................... 77 Table 5. The Result of Homogeneity Test ......................................................... 78 Table 6. The Result of Hypothetical Test............................... ........................... 80

  

LIST OF FIGURES

Page

  Figure 1. Labelled Picture in PWIM Strategy ................................................. 30 Figure 2. Picture for applying PWIM of Recount Text .................................. 35 Figure 3. Graph of the Result in Pre Test Experimental ................................. 73 Figure 4. Graph of the Result in Pre Test Control Class ................................. 74 Figure 5. Graph of the Result in Post Test Experimental Class ...................... 75 Figure 6. Graph of the Result in Post Test Control Class ............................... 76

  

LIST OF APPENDICES

Page

  Appendix 1. Teacher Interview Result.................................................................. 91 Appendix 2. Students Questionare Result ............................................................. 93 Appendix 3. Students’Score of Writing at the tenth Grade SMAN 1 - Waway Karya in Academic Year 2017/2018.................................. 98 Appendix 4. Syllabus ........................................................................................... 103 Appendix 5. Lesson Plan for Experimental Class ................................................ 107 Appendix 6. Lesson Plan for Control Class ......................................................... 137 Appendix 7. Readability of the writing Test ........................................................ 161 Appendix 8. Expert Validation Form Writing Test ............................................. 164 Appendix 9. Instrument of Pre-Test ..................................................................... 165 Appendix 10. Instrument of Post-Test ................................................................... 166 Appendix 11.

  The Students’ Name in Experimental Class .................................... 167 Appendix 12. ................................................ 168

  The Students’ Name in Control Class Appendix 13. The Result of Readability ................................................................ 169 Appendix 14. Score Pre-Test of Experimental Class ............................................ 171 Appendix 15. Score Pre-Test of Control Class ...................................................... 172 Appendix 16. Score Post-Test of Experimental Class ........................................... 173 Appendix 17. Score Post-Test of Control Class..................................................... 174 Appendix 18. Reliability Instrument of Pre-Test In Experimental Class .............. 175

  Reliability Instrument of Post-Test In Experimental Class ...................... 177 Appendix 19.

  Appendix 20. Result Pre-test in Experimental Class and Control Class ............... 179 Appendix 21. Result Post Test in Experimental Class and Control Class ............ 180 Appendix 22. Students' Pre-Test and Post Test Result of Experimental Class ..... 181 Appendix 23. Students' Pre-Test and Post Test Result of Control Class .............. 182 Appendix 24. The Result Normality Test of the Experimental Class and- Control Class .................................................................................. 183 Appendix 25. The Result of Homgeneity .............................................................. 184 Appendix 26. The Result of Independent Sample T-Test ...................................... 185

CHAPTER I INTRODUCTION A. Background of the Problem In teaching and learning process of English subject, students are required to master

  four English skills; they are listening, speaking, reading, and writing. Listening and reading includes passive or receptive skills, while speaking and writing includes

  1 active or productive skills. It means that the students must mastered all of the skills.

  Nevertheless, those skills have to be mastered by the students, especially writing skill because, according to Harmer, “being able to write is a vital skill for speakers of a

  2 In foreign language as much as for everyone using their own first language”.

  addition, writing is used for a wide variety of purposes it is produced in any different

  3

  forms. For examples, letter, book, etc. So, in everyday life, Indonesian people need to master writing.

  Writing is one of the important skills in English because it takes a part as an important communication tools. With writing, everyone is not only able to express feeling and ideas but also to communicate with the others people and have ₁ Jeremy Harmer, The Practice of English Language Teaching (Essex: Longman, 2001), pp.

  199&246. ₂ Jeremy Harmer, How to Teach Writing (Essex: Longman, 2004), p.3.

  remembering fact and ideas into writing form. According from that, Patel and

  4 Praveen said that

  Students can “writing is a skill which must be taught and practice. practice writing by self with write a paragraph on any topic.

  Beside, there are many kinds of writing’s genre such as recount, narrative, report, descriptive, exposition, and procedure. Every genre has number of features which make it different to other genres, each has a specific purpose, an overall structure,

  5

  specific linguistic feature, and is shared by members of the culture. It means that many genre of writing that have differences of each other. In this research, the researcher only focus on recount text. Recount text is available in syllabus at the second semester of the tenth grade of SMAN 1 Waway Karya.

  Based on the preliminary research conducted at SMAN 1 Waway Karya on Monday,

  th

  September 25 , 2017, the researcher found out some students’ problems in writing ability. The result of interview to the English teacher Mr. Ibnu Ripant, S.Pd, showed that the students problem in learning writing are the students could not write well because many students had difficulties in transforming ideas into written text. When they come with an idea they did not know how to write especially using English. The students spent much time to think what they had to write because they did not get ideas quickly. They had difficulty in generating the ideas, writing mechanic, grammar, they were lack of vocabulary, and difficult to develop a correct sentences ₄ Patel and Praveen, English Language Teaching (Methods, Tools & Techniques) (Jaipur: Sunrise Publisher & Distributors, 2008), p.125. grammatically. Then, the English teacher used Shared Writing Strategy in teaching writing. Shared Writing Strategy is strategy to teaching writing that teacher and students collaborate to write a text together, share their ideas to be a good text. In the process teaching and learning writing by using Shared Writing Strategy, the students felt difficult to develop idea in correct sentences grammatically when they share the

  6 idea. It means that many problems that made the students difficult in writing.

  After that, the researcher asked to the teacher about the students’ score of English ability in writing, there were variation score of the students. From preliminary research, the res earcher got the data that students’ score of writing from the teacher.

  The data showed many students of tenth grade did not pass the minimum score as show on the table 1.

  

Table 1

The Students’ Score of Writing at the Tenth Grade SMAN 1 Waway Karya in

the Academic Year of 2017/2018

  Students’ Score NO Class Number of Students

<70

≥70

  1 X MIA 1

  

25

  11

  36

  2 X MIA 2

  

25

  9

  34

  3 X ISOS 1

  

25

  8

  33

  4 X ISOS 2

  

28

  8

  36

  5 X ISOS 3

  

28

  7

  35 Total 131 43 174 Percentage 75.29% 24.71% 100%

  Source: the data of English teacher of SMAN 1 Waway Karya

  Based on the table above, there were 174 students of tenth grade of SMAN 1 Waway Karya. In the data, 43 students (24.71%) got score above 70 (the criteria of minimum ₆ Ibnu Ripant, an English Teacher of SMAN 1 Waway Karya , An Interview , on Monday, mastery/KBM) and 131 students (75.29%) got the score under 70. It means that the total students who get difficult in writing was so many, because the students who got the score under the criteria of minimum mastery (KBM) more than the students who got the score above the criteria of minimum mastery (KBM) of 174 students.

  Based on the questionnaire that the researcher gave to students class MIA and ISOS of the tenth grade of SMAN 1 Waway Karya, many students like English with picture than English which only text. The researcher also found some factors of students’ problem in writing, such as in memorize vocabulary because between pronounce with written is different, develop and express their idea to write then

  7

  arrange the sentences in the right structure. It means that the students need the strategy of teaching that helps the students to more easy in learning writing.

  Based on the problem above, the researcher used Picture Word Inductive Model (PWIM) a strategy that uses an integrated language art approach to teaching

  8

  beginning reading and writing. Picture Word Inductive Model (PWIM) is appropriate to be resolution in learning writing because the Picture Word Inductive model (PWIM) is a satisfying and pleasurable activity: They enjoy finding objects and actions in the picture, seeing the words and sentences they generate expressed in print and become part of the curriculum, classifying words and sentences, and discovering useful language concepts and generalizations. The Picture Word ₇ MIA and ISOS, _th Students’ Questionare Of The Tenth Grade Of SMAN 1 Waway Karya, on September 25 , 2017, unpublished. ₈ Emily Colhoun F, Teaching Beginning Reading and Writing with the Picture Word

  Inductive model (PWIM) motivates students because most become successful

  9 learners.

  The sequence of lessons by using Picture Word Inductive Model (PWIM) begins

  10

  with a picture. The students study the picture and then "shake out the words". It means that the students identify things or objects they saw in the picture. The teacher draws a line from those things to a place outside the picture, reiterates the word, and writes and spells the word aloud. The students repeat the word, its spelling, and interpret it. After that, the students create sentences by using the words before, then organizing the sentences into paragraph.

  Based on the previous researcher, Selviza Mutiyandari on the title The Influence of using Picture Word Inductive Model (PWIM) Towards Students ’ Vocabulary

  Mastery at the First Semester of Eighth Grade of SMPN 1 Talang Padang in the Academic Year 2015/2016, she said that the students ’ problems were not interested in learning English because the less motivation and they got most of the difficulities in mastering vocabulary because they felt bored with the technique used by the teacher. According to the result of research by using Picture Word Inductive Model (PWIM), the students felt more fun and they were not bored in the process of learning. It supported by the scores the students gained in which they received higher scores after

9 Ibid , p. 24.

  the researcher gave the treatments using Picture Word Inductive Model (PWIM) in

  11 teaching vocabulary.

  In addition, based on research journal of Sepyanda on the title The Effect of Picture Word Inductive Model (PWIM) and S tudents’ Self-Efficacy toward Their Writing Skill of Descriptive Texts at Grade X of SMA Negeri 1

  IX Koto Sungai Lasi, she found that students who were taught by using Picture Word Inductive Model (PWIM) strategy had better writing skill of descriptive texts. Picture Word Inductive Model (PWIM) strategy was more effective in teaching writing skill of descriptive texts than listing strategy. Thus, the students could develop their writing skill of descriptive

  12 texts.

  The Previous research which similar to this research was by Erniwati Silitonga entitled “Improving Students’ Writing Recount Achievement Through Picture Word Inductive Model (PWIM)”. She conducted the research in SMA Negeri 1 Binjai. She designed the classroom action research that she gave a test in each cycle to measure the students’achievement. The result of the study showed that application of Picture Word Inductive Model (PWIM) had successfully improved students’ writing of

11 Selviza Mutiyandari, The Influence of Using Picture Word Inductive Model (PWIM)

  

Towards Students’ Vocabulary Matery at The First Semester of Eighth Grade of SMPN 1 Talang

Padang ( Bandar Lampung, State Institute of Islamic Studies Raden Intan Lampung, 2015), p. 83. ₁₂ Marsika Sepyanda, Lingua Didaktika Volume 6 No 2 ISSN: 1979-0457 Juli 2013: 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

  IX Koto Sungai Lasi, Pascasarjana Universitas recount achievement. In this study, she chose picture that is appropriate to teach

  13 recount text which shows some events chronologically.

  Based on those previous research, the researcher concluded that all of the previous researches showed the great result of the use Picture Word Inductive Model (PWIM) towards vocabulary, writing and writing recount that have an effect of the students. By using Picture Word Inductive Model (PWIM), the students felt more fun, they were not bored, made students more easy in writing, exploring and more easy elicit new vocabulary and improves students’ writing achievement. So, it can increase the students score of vocabulary and writing.

  There were some differences between the previous research and the current research. The first previous research, Picture Word Inductive Model (PWIM) has been done to teach vocabulary mastery, meanwhile the current research was conducted to teach writing ability of recount text. The second previous research, Picture Word Inductive Model (PWIM) was conducted to teach writing in different genre of texts, the previous research was taught writing in descriptive text but the current research was taught writing in recount text. The last previous research with the current research was almost similar that Picture Word Inductive Model (PWIM) was conducted in SMA Negeri 1 Binjai meanwhile the current research was conducted at SMAN 1 Waway Karya and the previous research used Classroom Action Research (CAR) ₁₃ Erniwati Silitonga, Improving Students’ Writing Recount Achievement Through Picture meanwhile the current research used Experiment Research (quasi experimental design).

  Based on the explanation above, the researcher was conducted a research entitled “The Influence of Using Picture Word Inductive Model (PWIM) Towards Students’ Writing Ability of Recount Text at the Second Semester of the Tenth Grade of SMAN 1 Waway Karya East Lampung in the Academic Year of 2017/2018”.

B. Identification of the Problem

  Based on background of the problem above, the researcher identified the problems as follows:

1. The students’ writing ability was still low.

  2. The students were lack of vocabulary.

  3. The students spent much time to think what they had to write because they did not get the ideas quickly.

  4. The students had difficulty in generating ideas,writing mechanic and grammar.

  5. The teaching strategy that was used by the English teacher is not appropriate for the students.

C. Limitation of the Problem

  Based on the identification above, the researcher focused on The Influence of Using Picture Word Inductive Model (PWIM)

  Towards Students’ Writing Ability of Recount Text at the Second Semester of the tenth Grade of SMAN 1 Waway Karya East Lampung in the Academic Year of 2017/2018.

  D. Formulation of the Problem

  Based on the identification and limitation of the problem above, the researcher formulated the problem as follow: Is there any significant Influence of Using Picture Word Inductive Model (PWIM)

  Towards Students’ Writing Ability of Recount Text at the Second Semester of the Tenth Grade of SMAN 1 Waway Karya East Lampung in the Academic Year of 2017/2018? E.

   Objective of the Research

  The objective of this research was to know whether there was an Influence of Using Picture Word Inductive Model (PWIM)

  Towards Students’ Writing Ability of Recount Text at the Second Semester of the Tenth Grade of SMAN 1 Waway Karya East Lampung in the Academic Year of 2017/2018.

  F. Uses of the Research

  The uses of this research were as follows:

  1. Practically

  a. For the researcher This research gave contribution to the researcher to find out the best strategy to improve students’ writing skill. b. For the students To give motivation students in writing skill of recount text through learning English by using Picture Word Inductive Model (PWIM).

  c. For the English teacher To inspire the English teacher to determine the strategy of learning appropriate to the material and conditions of learners.

  d. For the readers To give information and knowledge about the use of Picture Word Inductive Model (PWIM) towards students writing ability of recount text.

  2. Theoretically The result of this research expected to give information about the influence of using

  Picture Word Inductive Model (PWIM) towards students’ writing ability of recount text.

G. Scope of the Research

  1. Subject of the Research The subject of the research was the students at the second semester of the tenth grade of SMAN 1 Waway Karya East Lampung in the academic year of 2017/2018.

  2. Object of the Research The object of the research was the use of Picture Word Inductive Model (PWIM) towards students’ writing ability of recount text.

  3. Place of the Research The research was conducted at SMAN 1 Waway Karya East Lampung in the academic year of 2017/2018.

  4. Time of the Research The research was conducted at the second semester of SMAN 1 Waway Karya East Lampung in the academic year of 2017/2018.