THE EFFECT OF USING PICTURE WORD INDUCTIVE MODEL ON STUDENTS` ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF USING PICTURE WORD INDUCTIVE
MODEL ON STUDENTS’ ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
INDAH C.R MARBUN
Registration Number. 2101121024
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Marbun, Indah Crish Ramah. 2101121024. The effect of using Picture Word
Inductive Model. A thesis, English Department, Faculty of Languages and
Arts, State University of Medan 2015.
This study aims to find out whether students’ achievement trough using Picture
Word Inductive Model is higher than trough lecture method in writing procedure
text. The research was conducted by experimental research used in two groups.
They are experimental use picture word inductive model and control use lecture
method. The subject of this were the students of SMP 32 class IX-A and IX-B
consisted of 30 students for each class. To collecting the data was taken from
writing test. After analyzing the data, it was found that the value of t-obs was 4.16
with degree of freedom (df) = 58 at the level of significance p(0,05) = 2,000. It
means that t-obs is higher than t-table. It was found that teaching procedure text
by use picture word inductive model is higher than lecture method. Picture word
inductive model has a significant effect on students’ achievement in writing
procedure text.
Key words: PWIM, Writing achievement, Procedure Text.
LIST OF TABLES
Table 2.1 The Example of Procedure Text ..........................................................17
Table 3.1 Research Design .....................................................................................25
Table 3.2 Teaching Procedure of Experimental Group .........................................27
Table 3.3 Teaching Procedure of Control Group ...................................................29
LIST OF APPENDICES
Appendix A The Score of Pretest By The Students of Experimental Group .........44
Appendix B Score of Pretest By The Students of Control Group..........................62
Appendix C The Calculation of Reliability ...........................................................63
Appendix D Calculation of T-test .........................................................................66
Appendix E T-table Distribution ...........................................................................70
Appendix F Reading Test ......................................................................................71
Appendix G Lesson Plans ......................................................................................75
Appendix H Answer Sheets .................................................................................145
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a primary instrument of the communication among human
beings in community. In others words, language is a tool of communication. By
using a language people are able to introduce themselves, convey their messages
and express their ideas and written. Therefore language is very important in our
life. Language as a means of communication with other people as a tool to express
ideas and wishes.
In Indonesia, English is a foreign language. English is taught school from
elementary level up to the university level. It makes English very difficult to learn
because people think that it is not important. People think that they can
communicate to others with their own language without using English. For the
students, they only get a few times to learn English. So because of it, the students
are not interested to learn English well.
There are four basic English skills which categorize into two namely
receptive skills and productive skills. Reading and listening are considered
receptive skills whereas speaking and writing are known as productive skills.
Writing is one of the four basic skills. The students start learning to communicate
through written form as they begin to interact with others at school level. The
writing skill is more complicated than other language skills.
The writer focuses on writing because writing is one of the four language
skills that has a very important role in learning. In writing, students must have
good knowledge about writing process and aspects of writing. The students must
be able to organize the idea to construct the sentence, use the grammar,
vocabulary (diction), spelling well, and arrange their writing into coherent and
cohesive paragraph.
In fact, many of students found difficulties to write well. Based on the
writer’s experience while doing teaching practice program (PPL) in SMP
Pembangunan Galang, there were some problems found. First, most of the
students said that they were still confused about how to begin and what they
would write. Second, most of them had difficulty in conveying idea in writing
because they were lack of vocabularies and difficult to create sentences. They
assumed that writing was a boring activity that is why the student’s ability in
writing a text was low. So it makes only there are only a few students who can get
involved actively in writing class.
Prastama, F.Y. (2013) states that to make students be active in writing
class and to improve their writing especially in procedure text, in order to follow
the curriculum, the teacher should select an appropriate technique so that they are
encouraged to write. The teacher should apply a technique which helps students to
overcome their difficulties in writing. This technique should be able to guide
students to write step by step, so that they can accomplish their writing tasks more
effectively.
One of the techniques that is applicable to teaching writing is Picture
Words Inductive Model or PWIM. Calhoun (1999:21) stated that PWIM is an
inquiry oriented technique for the teaching of writing, reading, listening and
speaking skill that uses picture containing familiar objects, actions and scenes to
draw out familiar word that students ever heard. Based on the statement, the writer
believes that PWIM would help the students in transferring their ideas into written
form, in this case it is the procedure text, through the picture by adding all words
related to the picture. Then the students are allowed to write those words in their
own 3 picture word chart. After that, the students can create a title and generate
sentences and finally make a complete procedure text based on the words from
their picture word chart.
From the explanation above, the writer chooses Picture Words Inductive
model (PWIM) as the technique in teaching writing procedure text. Calhoun
(1999: 22) stated that this technique has some advantages in teaching writing such
as: it helps the students to identify the words based on the picture they see;
classify and generalize the words based on their parts of speech; and develop
titles, sentences and paragraphs based on the picture. These advantages are in
accordance with the problems found by the writer earlier, and it is believed that it
can help the students to overcome their problems.
B. The Problem of Study
Based on the background of the study above, the problem of the study is
formulated as the following:
“Is there any significant affect of applying PWIM technique on students’
achievement in writing procedure text?”
C. The Objective of Study
Based on the problem above, the objective of study is to investigate the
significant effect of using PWIM technique improve the students achievement in
writing procedure text.
D. The Scope of Study
There are many kinds of genres in writing namely narrative,
argumentative, descriptive, exposition, recount, report, procedure etc. The scope
of this research is limited only on the procedure text and the media used is PWIM.
E. The Significance of the Study
The results of the study expected either the theories or practice to be useful
for:
a) The students who want to improve their ability on writing procedure text
with the Picture Word Inductive Model (PWIM)
b) English teachers who teach writing particular those who want to improve
their student’s achievement on writing procedure text with the Picture
Inductive Model (PWIM) in order to decrease the problem of the study in
the class.
c) The readers who are interested in conducting further study related to the
improvement of student’s achievement on writing procedure text with the
Picture Word Inductive Model (PWIM).
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis and discussion, the researcher
concludes that using Picture Word Inductive Model (PWIM) significantly affects
the students’ achievement in writing procedure text, since students’ achievement
in writing procedure text who taught by using Picture Word Inductive Model
(PWIM) is higher than taught by using conventional technique. Therefore, the
formulated hypothesis as “The student’s achievement taught by using picture
word inductive model is higher than those taught by using conventional
technique” is accepted. This supported by the data analysis results in which the tobserved (4.16) is higher than the t-table (2.00) at the significant level of (0.05).
B. Suggestions
Based on the conclusion, the researcher gives some suggestions for those
who are interesting in teaching writing with applying PWIM such as :
a.
For the students who want to improve their ability in writing
procedure text because students are more active because Picture Word
Inductive Model was guided students write procedure text. Picture
Word Inductive Model helps the students by giving the picture and
also giving the words.
b.
For the English teacher who want to teach writing procedure text
effectively, because this model helps the students to develop their
imagination and ideas to making sentence or paragraph and build the
students motivation to study English.
c.
For the readers (university students) who are interested for further
study related to this research, it is suggested to explore the knowledge
to enlarge their understanding about how to improve procedure
writing and search another references to support the research.
REFERENCES
Best, J.W., and Khan, J.V. 2006. Research in education. Ten edition. Boston :
Pearpson Education Inc.
Bloom, B,S. 1996. Taxonomy of Educational Objectives: the Classification of
educational Goals. New York; Longman.
Brown H.D.2004. :Language Assessment : Principles and Classroom Practices. White
Plains, New York: Pearson Education.
Calhoun, E.1999. Teaching beginning reading and writing. USA: ASCD
Cottel,P.G.,, & Millis, B.J.(1993). Coorperative structures in the instruction of
accounting, Issues in Accounting Education,23(2), 96-116.
Harmer, J.2004. How to Teach Writing. London: Longman.
Hornby, A.S.1998. Oxford Advance Learners Dictionaries of Current English.
Oxford: Oxford University Perss.
Hyland, K. 2002. Teaching and Researching Writing. Harlow: Pearson Education.
Hutauruk, H.2011.Improving Students’ Achievement On Writing Procedure Text
With The Picture Word Inductive Model. Medan: State University of
Medan.
Knapp, P. & Watkins, M.2005. Genre, text, and grammar: technology for
teaching and assessing writing. Sydney, Australia: UNSW Press.
Nunan, D. 2003. Language Teaching Methodology. Sydney.
Pardiyono. 2007. Pasti Bisa! T eaching Genre-Based Writing. Yogyakarta: Andi
Prastama, F.Y. 2013. The Effectness Of Using Picture Word Inductive Model
(PWIM) In Writing A Procedure Text. Pontianak: University Tanjungpura.
Prawati.Melinda. Teaching Writing Procedure Text Trough Demonstration.
Tanjungpura. Education Faculty of Tanjungpura University.
Siahaan, S & Sinoda. 2008. Generic Structure. Yogyakarta.
Yuliana, Erni. 2011. The Use Of Picture Word Inductive Model (PWIM) In
Teaching Vocabulary. Semarang: Education Faculty Walisongo State
Institute For Islamic Studies Semarang.
MODEL ON STUDENTS’ ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
INDAH C.R MARBUN
Registration Number. 2101121024
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Marbun, Indah Crish Ramah. 2101121024. The effect of using Picture Word
Inductive Model. A thesis, English Department, Faculty of Languages and
Arts, State University of Medan 2015.
This study aims to find out whether students’ achievement trough using Picture
Word Inductive Model is higher than trough lecture method in writing procedure
text. The research was conducted by experimental research used in two groups.
They are experimental use picture word inductive model and control use lecture
method. The subject of this were the students of SMP 32 class IX-A and IX-B
consisted of 30 students for each class. To collecting the data was taken from
writing test. After analyzing the data, it was found that the value of t-obs was 4.16
with degree of freedom (df) = 58 at the level of significance p(0,05) = 2,000. It
means that t-obs is higher than t-table. It was found that teaching procedure text
by use picture word inductive model is higher than lecture method. Picture word
inductive model has a significant effect on students’ achievement in writing
procedure text.
Key words: PWIM, Writing achievement, Procedure Text.
LIST OF TABLES
Table 2.1 The Example of Procedure Text ..........................................................17
Table 3.1 Research Design .....................................................................................25
Table 3.2 Teaching Procedure of Experimental Group .........................................27
Table 3.3 Teaching Procedure of Control Group ...................................................29
LIST OF APPENDICES
Appendix A The Score of Pretest By The Students of Experimental Group .........44
Appendix B Score of Pretest By The Students of Control Group..........................62
Appendix C The Calculation of Reliability ...........................................................63
Appendix D Calculation of T-test .........................................................................66
Appendix E T-table Distribution ...........................................................................70
Appendix F Reading Test ......................................................................................71
Appendix G Lesson Plans ......................................................................................75
Appendix H Answer Sheets .................................................................................145
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a primary instrument of the communication among human
beings in community. In others words, language is a tool of communication. By
using a language people are able to introduce themselves, convey their messages
and express their ideas and written. Therefore language is very important in our
life. Language as a means of communication with other people as a tool to express
ideas and wishes.
In Indonesia, English is a foreign language. English is taught school from
elementary level up to the university level. It makes English very difficult to learn
because people think that it is not important. People think that they can
communicate to others with their own language without using English. For the
students, they only get a few times to learn English. So because of it, the students
are not interested to learn English well.
There are four basic English skills which categorize into two namely
receptive skills and productive skills. Reading and listening are considered
receptive skills whereas speaking and writing are known as productive skills.
Writing is one of the four basic skills. The students start learning to communicate
through written form as they begin to interact with others at school level. The
writing skill is more complicated than other language skills.
The writer focuses on writing because writing is one of the four language
skills that has a very important role in learning. In writing, students must have
good knowledge about writing process and aspects of writing. The students must
be able to organize the idea to construct the sentence, use the grammar,
vocabulary (diction), spelling well, and arrange their writing into coherent and
cohesive paragraph.
In fact, many of students found difficulties to write well. Based on the
writer’s experience while doing teaching practice program (PPL) in SMP
Pembangunan Galang, there were some problems found. First, most of the
students said that they were still confused about how to begin and what they
would write. Second, most of them had difficulty in conveying idea in writing
because they were lack of vocabularies and difficult to create sentences. They
assumed that writing was a boring activity that is why the student’s ability in
writing a text was low. So it makes only there are only a few students who can get
involved actively in writing class.
Prastama, F.Y. (2013) states that to make students be active in writing
class and to improve their writing especially in procedure text, in order to follow
the curriculum, the teacher should select an appropriate technique so that they are
encouraged to write. The teacher should apply a technique which helps students to
overcome their difficulties in writing. This technique should be able to guide
students to write step by step, so that they can accomplish their writing tasks more
effectively.
One of the techniques that is applicable to teaching writing is Picture
Words Inductive Model or PWIM. Calhoun (1999:21) stated that PWIM is an
inquiry oriented technique for the teaching of writing, reading, listening and
speaking skill that uses picture containing familiar objects, actions and scenes to
draw out familiar word that students ever heard. Based on the statement, the writer
believes that PWIM would help the students in transferring their ideas into written
form, in this case it is the procedure text, through the picture by adding all words
related to the picture. Then the students are allowed to write those words in their
own 3 picture word chart. After that, the students can create a title and generate
sentences and finally make a complete procedure text based on the words from
their picture word chart.
From the explanation above, the writer chooses Picture Words Inductive
model (PWIM) as the technique in teaching writing procedure text. Calhoun
(1999: 22) stated that this technique has some advantages in teaching writing such
as: it helps the students to identify the words based on the picture they see;
classify and generalize the words based on their parts of speech; and develop
titles, sentences and paragraphs based on the picture. These advantages are in
accordance with the problems found by the writer earlier, and it is believed that it
can help the students to overcome their problems.
B. The Problem of Study
Based on the background of the study above, the problem of the study is
formulated as the following:
“Is there any significant affect of applying PWIM technique on students’
achievement in writing procedure text?”
C. The Objective of Study
Based on the problem above, the objective of study is to investigate the
significant effect of using PWIM technique improve the students achievement in
writing procedure text.
D. The Scope of Study
There are many kinds of genres in writing namely narrative,
argumentative, descriptive, exposition, recount, report, procedure etc. The scope
of this research is limited only on the procedure text and the media used is PWIM.
E. The Significance of the Study
The results of the study expected either the theories or practice to be useful
for:
a) The students who want to improve their ability on writing procedure text
with the Picture Word Inductive Model (PWIM)
b) English teachers who teach writing particular those who want to improve
their student’s achievement on writing procedure text with the Picture
Inductive Model (PWIM) in order to decrease the problem of the study in
the class.
c) The readers who are interested in conducting further study related to the
improvement of student’s achievement on writing procedure text with the
Picture Word Inductive Model (PWIM).
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis and discussion, the researcher
concludes that using Picture Word Inductive Model (PWIM) significantly affects
the students’ achievement in writing procedure text, since students’ achievement
in writing procedure text who taught by using Picture Word Inductive Model
(PWIM) is higher than taught by using conventional technique. Therefore, the
formulated hypothesis as “The student’s achievement taught by using picture
word inductive model is higher than those taught by using conventional
technique” is accepted. This supported by the data analysis results in which the tobserved (4.16) is higher than the t-table (2.00) at the significant level of (0.05).
B. Suggestions
Based on the conclusion, the researcher gives some suggestions for those
who are interesting in teaching writing with applying PWIM such as :
a.
For the students who want to improve their ability in writing
procedure text because students are more active because Picture Word
Inductive Model was guided students write procedure text. Picture
Word Inductive Model helps the students by giving the picture and
also giving the words.
b.
For the English teacher who want to teach writing procedure text
effectively, because this model helps the students to develop their
imagination and ideas to making sentence or paragraph and build the
students motivation to study English.
c.
For the readers (university students) who are interested for further
study related to this research, it is suggested to explore the knowledge
to enlarge their understanding about how to improve procedure
writing and search another references to support the research.
REFERENCES
Best, J.W., and Khan, J.V. 2006. Research in education. Ten edition. Boston :
Pearpson Education Inc.
Bloom, B,S. 1996. Taxonomy of Educational Objectives: the Classification of
educational Goals. New York; Longman.
Brown H.D.2004. :Language Assessment : Principles and Classroom Practices. White
Plains, New York: Pearson Education.
Calhoun, E.1999. Teaching beginning reading and writing. USA: ASCD
Cottel,P.G.,, & Millis, B.J.(1993). Coorperative structures in the instruction of
accounting, Issues in Accounting Education,23(2), 96-116.
Harmer, J.2004. How to Teach Writing. London: Longman.
Hornby, A.S.1998. Oxford Advance Learners Dictionaries of Current English.
Oxford: Oxford University Perss.
Hyland, K. 2002. Teaching and Researching Writing. Harlow: Pearson Education.
Hutauruk, H.2011.Improving Students’ Achievement On Writing Procedure Text
With The Picture Word Inductive Model. Medan: State University of
Medan.
Knapp, P. & Watkins, M.2005. Genre, text, and grammar: technology for
teaching and assessing writing. Sydney, Australia: UNSW Press.
Nunan, D. 2003. Language Teaching Methodology. Sydney.
Pardiyono. 2007. Pasti Bisa! T eaching Genre-Based Writing. Yogyakarta: Andi
Prastama, F.Y. 2013. The Effectness Of Using Picture Word Inductive Model
(PWIM) In Writing A Procedure Text. Pontianak: University Tanjungpura.
Prawati.Melinda. Teaching Writing Procedure Text Trough Demonstration.
Tanjungpura. Education Faculty of Tanjungpura University.
Siahaan, S & Sinoda. 2008. Generic Structure. Yogyakarta.
Yuliana, Erni. 2011. The Use Of Picture Word Inductive Model (PWIM) In
Teaching Vocabulary. Semarang: Education Faculty Walisongo State
Institute For Islamic Studies Semarang.