THE EFFECT OF APPLYING PICTURE WORD INDUCTIVE MODEL ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.
THE EFFECT OF APPLYING PICTURE WORD
INDUCTIVE MODEL ON STUDENTS’ ACHIEVEMENT
IN WRITING NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan in Partial Fulfilment of the Requirement
for the Degree of Sarjana Pendidikan
By:
FRENDI YUDISTIRA SIMARMATA
Registration Number 2103121019
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan, Desember 2014
Frendi Yudistira Simarmata
Reg. No. 2103121019
ABSTRACT
Simarmata. Frendi Yudistira. 2103121019. The Effect of Applying Picture
Word Inductive Model on Students’ Achievement in Writing Narrative Text. A
Thesis. English Department. Faculty of Languages and Arts, State University
of Medan, Medan: 2014.
This study deals with The Effect of Applying Picture Word Inductive Model on
Students’ Achievement in Writing Narrative Text. This study was conducted by
using experimental design.. The population of the research was grade XI of
SMAN 1 Bandar Simalungun Academic Year 2014/2015. Two classes were
chosen as purposive sampling. The classes were divided into two groups. The
experimental group was taught by applying Picture Word Inductive Model and the
control group without applying Picture Word Inductive Model. The data were
acquired by administered the pre-test and the post-test. The data were analyzed by
using SPSS 17.00. The mean score of the experimental group in pre-test = 62.47,
control group = 62.28. in the post-test, mean score of the experimental group =
78.16, while the control group = 65.87. It was found that the value of t-observed
was 4.49 with the degree of freedom (df) = 62 at the level of significance p(0.05)=
2.00. It means that t-observed was higher than t-table (4.49>2.00). The result of
this study showed that teaching by applying Picture Word Inductive Model
significantly affected the students’ achievement in writing narrative text.
Key Words
: Picture Word Inductive Model, Writing Narrative Text.
i
ACKNOWLEDGMENT
First of all, the writer would like to express his deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during his study and in completing
this thesis which entitled: The Effect of Applying Picture Word Inductive Model
on Students’ Achievement in Writing Narrative Text. This thesis is aimed to
fulfill one of the requirements for the degree of Sarjana Pendidikan of the English
Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that he faced some problems
and he had received the academic guidance, suggestions, and comments and got a
lot of assistances and moral support from many people. Therefore, the writer
would like to express his gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State
University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education
Study Program.
Dr. Anni Holila Pulungan, M.Hum., his Thesis Advisor, who has
given her valuable advice, guidance and spent his precious time in
the process of completing this thesis.
Drs.Elia Masa Gintings, M.Hum., his Academic Advisor, who has
supported him throughout the academic years.
Drs. Willem Saragih, Dipl. Appl. M.Pd., as his Reviewer and
Examiner, who have given their precious time, guidance, suggestions,
and comments.
Drs. Johan Sinulingga, M.Pd., as his Reviewer and Examiner, who
have given their precious time, guidance, suggestions, and comments.
Juli Rachmadani Hasibuan, S.S, M.Hum. as his Reviewer and
Examiner, who have given their precious time, guidance, suggestions,
and comments.
All the Lecturers of English Department who have taught, guided,
and advised his throughout the academic years.
Mam Eis, as the administration staff of English Department, for her
attention, assistance, and information in completing it.
Drs. Rommel, M.Pd., as the Headmaster of SMAN 1 Bandar
Simalungun, for his permission and opportunities in allowing the
writer to do observation and to collect data.
Lelita Sabariaty M.Pd., the English teacher of SMAN 1 Bandar
Simalungun, for the assistance, guidance, suggestions and commentsin
the process of completing this thesis.And all the teachers and students
at the schoolfor the good cooperation.
ii
His beloved parents, Amerudin Simarmata and Ramelli Purba, his
lovely brothers, Jhon Feri Alichandra Simarmata, Jonli Rikardo
Simarmata, Frans Erijio Simarmata, His sister Christiyani
Novitasari Simarmata, his grandparents(Tua and Op. Inang)and all
his families for their endless love, pray, inspiration, motivation,
mental and everything that they have given to the writer.
His friendsin Reguler Dik. C’ 2010, especially Putra, Harnoi,
Herbiana, Samuel, Fauzi as his great classfor the love and
togetherness throughout four years; his friends in PPLT SMAN 1
Bandar Simalungun 2013, DPK Himapsi Unimed for many
experiencies and togetherness.
His house mate Julianson Purba, Rikki Wandi Purba, Mulia
Sipayung for the love, assistance and togetherness that they have
given to the writer.
The writer realizes that this thesis still has the paucity, he conveniently
welcomes anysuggestions, comments critics, and advices that will improve the
quality of this thesis. He hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan, Desember 2014
The writer,
Frendi Yudistira Simarmata
Reg. No. 2103121019
iii
TABLE OF CONTENTS
Pages
ACKNOWLEDGMENT ....................................................................................... i
ABSTRACT .......................................................................................................... iii
TABLE OF CONTENTS ................................................................................. iv
LIST OF TABLES ............................................................................................. viii
LIST OF PICTURES ........................................................................................... ix
LIST OF APPENDICES .......................................................................................x
CHAPTER I. INTRODUCTION .................................................................. 1
A. The Background of the Study ................................................................. 1
B. The Problem of the Study ....................................................................... 3
C. The Objectives of the Study.......................................................................3
D. The Scope of the Study ............................................................................. 4
E. The Signifinance of the Study .................................................................. 4
CHAPTER II. REVIEW OF LITERATURE ................................................. 5
A. Theoretical Framework ..............................................................................5
1. Writing ................................................................................................6
2. Process of Writing ..............................................................................6
a. Planning ........................................................................................6
b. Drafting .........................................................................................7
c. Editing (reflecting and revising) ...................................................7
d. Final Version.................................................................................7
3. Teaching Writing ................................................................................7
4. Genre of Writing .................................................................................8
5. Narrative Text .....................................................................................9
a. Part of Narrative Text ...................................................................9
1) Language Features ..................................................................9
2) Generic Structure ..................................................................11
b. Example of Narrative Text .........................................................12
6. Picture Word Inductive Model .........................................................13
a. The Procedure of Applying PWIM .............................................14
b. The Advantages of PWIM ..........................................................18
B. Relevant of Study.....................................................................................19
C. Conceptual Framework ............................................................................21
D. Hypothesis................................................................................................23
CHAPTER III. RESEARCH METHODOLOGY .........................................23
A. Research Design ..................................................................................... 24
B. Population and Sample ............................................................................25
1. Population ..........................................................................................25
iv
2. Sample................................................................................................25
C. Data Collectiom .......................................................................................26
1. Data Sources ......................................................................................26
a. Instrument ....................................................................................26
D. The Procedures of the Study ....................................................................26
E. Assessment of Scoring of Writing ...........................................................29
F. The Validity and Reliability of the Test ..................................................31
1. Validity of the Test ............................................................................32
2. Reliability of the Test.........................................................................32
G. Technique of Data Analysis .....................................................................34
1. Pre-test Score Analysis ......................................................................34
2. Normality Distribution .......................................................................34
3. Homogeneity Variance ......................................................................34
4. Independent T Test Computation.......................................................35
CHAPTER IV. DATA AND DATA ANALYSIS .............................................36
A. The Data .....................................................................................................36
B. Data Analysis .............................................................................................36
1. Pre-test Score Analysis ........................................................................36
a. Normality Distribution ...................................................................37
b. Variance Homogeneity...................................................................38
2. The Post-test Score Analysis ...............................................................38
a. Normality Distribution ...................................................................39
b. Variance Homogeneity Test ...........................................................40
3. Independent T Test ...............................................................................40
4. Dependent T Test .................................................................................41
5. Research Findings ................................................................................42
CHAPTER V. CONCLUSION AND SUGGESTION ......................................43
A. Conclusion .................................................................................................43
B. Suggestion ..................................................................................................43
REFERENCES ................................................................................................... 45
APPENDIX ..........................................................................................................47
v
LIST OF TABLES
Pages
Table 1.1 Students score in writing narrative test ....................................................2
Table 2.1 The example of word chart ....................................................................17
Table 3.1 Research Design .....................................................................................24
Table 3.2 The Scenario of Treatment in experimental Group ...............................27
Table 3.3 The Scenario of Treatment in Control Group ........................................28
Table 3.4 The Scoring of Writing ..........................................................................29
Table 3.5 The Coefficient of Reliability ................................................................33
Table 4.1 Descriptive Statistic on Pre-test .............................................................37
Table 4.2 Descriptive Statistic of Post-test ...........................................................39
vi
LIST OF PICTURES
Pages
Picture 2.1 The Example of Picture .......................................................................14
Picture 2.2 The Example of Chronological Picture ...............................................16
vii
LIST OF APPENDICES
Pages
Appendix A: The Pre-test Score of Experimental and Control Group ..................47
Appendix B: The Pre-test Score of Experimental and Control Group..................48
Appendix C: Pre-test and Post-test of Experimental Group ..................................49
Appendix D: Pre-test and Post-test of Control Group ...........................................50
Appendix E: Descriptive Statistic of Pre-test.........................................................51
Appendix F: Normality Distribution of Pre-test ....................................................54
Appendix G: Homogeneity of Variances of Pre-test .............................................55
Appendix H: Descriptive Statistic of Post-test.......................................................56
Appendix I: Normality Distribution of Post-test....................................................58
Appendix J: Homogeneity of Variances of Post-test .............................................59
Appendix K: T Test................................................................................................60
Appendix L: Post-test T Test of Experimental and Control Group .......................61
Appendix M: Calculation of Reliability of the Test...............................................62
Appendix N: T table ...............................................................................................64
Appendix O: Lesson Plan ......................................................................................65
Appendix P: Students Works Sheet .......................................................................93
viii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Writing is one of English skills which is important to be mastered especially
for academic. If students have mastered this skill, students will be able to do some
kinds of writing assignments. It is necessary for students to choose the appropriate
idea when they want to express something in writing. So they can decide in what
type of writing it is to be written.
According to the Educational
Unit-Oriented Curriculum ( Kurikulum
Tingkat Satuan Pendidikan: KTSP), there are many kinds of text that should be
learned by the students of Senior High School such as, narrative, report, recount,
procedure, explanation, and so forth. Based on the KTSP, narrative text is one of
the genres that should be achieved by the students in grade eleventh. Narrative
text is a suitable genre to tell the activity in the past which has functions to amuse
the reader and frequently gives moral lesson (Pardiono, 2007:94).
In fact, based on the writer observation in the eleventh grader of SMA N 1
Bandar Simalungun, the writer found the data of writing narrative test from the
first semester in academic year 2013/2014 from the English teacher
HS. She
said that many students could not pass the Minimal Completeness Criterion
(Kriteria Ketuntasan Minimal) that applied in the school, which is 65 in English
subject.
1
2
The data can be seen as follows:
Table 1.1 Students score in writing narrative test
Class
XI IPA 1
XI IPA 2
XI IPA 3
XI IPA 4
Score
< 65
≥ 65
< 65
≥ 65
< 65
≥ 65
< 65
≥ 65
Students
4
32
21
13
26
8
26
7
From the data of these 4 classes, it can be seen that 77 of 137 or 56,20%
students have score under the minimal completeness criterion. It can be conluded
that the students’ achievement in writing narrative test is still low.
In adition, based on the writer experience in Integrated Teaching Practice
Program (PPL) in 2013 in SMA N 1 Bandar Simalungun, the writer faced the
same condition. The writer found that there are many factors that make students
have problem in learning writing skill. The students are lack of ideas, vocabulary,
and grammar.
Moreover the teaching method that teacher applied in teaching writing
wasn’t effective. The teaching method that teacher frequently used was
conventional teaching like teacher directed learning. In a class, there were 22 of
34 students got low score in writing narrative text eventhough the teacher had
explained the material of narrative text several times.
Responding to these problems, the writer tried to apply a model that can
solve the problem. The model is named Picture Word Inductive Model (PWIM).
3
PWIM is an inquiry-oriented language arts strategy that uses pictures
containing familiar objects and action to elicit word (Calhoun, 1999: 21). This
model is designed to capitalize children’s ability to think inductively.
It’s a
literacy strategy that uses a picture as a platform for vocabulary development
( Loh, 2012 ).
PWIM is a model of study that uses picture and words to stimulate the
students’ thinking inductively, from specific thinking to general thinking. This
model has many advantages. One of the advantages of the PWIM is that it
approaches the development of sight vocabulary directly (Li, 2011:12)
Based on the explanation above, the writer thinks it would be important to
apply PWIM to help the students to solve the problem with writing narrative text.
Therefore, this study was designed to identify the effect of applying PWIM on
students’ achievement in writing narrative text.
B.
The Problem of the Study
Related to the background of the study, the problem of this study is
formulated in form of a question as follows:
“Does the application of Picture Word Inductive Model (PWIM)
significantly affect on the students’ writing achievement in narrative text?”
C.
The Objective of the Study
The object of study is to find out the significant effect of applying Picture
Word Inductive Model on students’ achievement in writing narrative text.
4
D.
The Scope of the Study
In order to give the best result of the research, the study was focused on the
application of Picture Word Inductive Model on students’ achievement in writing
narrative text grade eleventh.
E.
The Significance of the Study
This study is concerned with teaching writing. The application of PWIM is
expected to be successfull. The benefits of this study can be viewed theoretically
and practically. Theoretically, the result of the study can be used as a reference
for those who want to conduct a research in teaching writing. Practically, this
study is expected to give inspiration for teachers to apply PWIM in their teaching
especially in teaching writing narrative. For students, this study is expected to be
successfull to increase their writing narrative achievement.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
Based on the result of the data analysis, it shows that applying Picture
Word Inductive Model (PWIM) affects on students’ achievement in writing
narrative text. It is found that students’ achievement in writing a narrative
paragraph taught with applying PWIM is higher than those taught without
applying PWIM.
There are different means between the groups, experimental and control
group in post-test. They are 78.25 and 69.00. It means that the mean of
experimental group is higher than the mean of control group. Besides, the
calculation of t-test shows that the value of t-observed was 4.49 with the degree of
freedom (df) = 62 at the level of significance p(0.05)= 2.00. It means that tobserved was higher than t-table (4.49>2.00). The result of this study showed that
teaching by applying Picture Word Inductive Model significantly affected the
students’ achievement in writing narrative text. It means that the alternative
hypothesis is accepted.
B.
Suggestion
In line with the conclusion of the study, some suggestions are offered to
the English teachers that it is wiser to apply PWIM because it helps the teacher to
be more creative in teaching writing narrative text. And also it is suggested to the
43
44
students to apply PWIM in order to improve their creativity in writing a text
especially in writing narrative text. In addition, it is expected to the readers who
are interested in dealing with this study so that they have a good understanding to
support their study.
REFERENCES
Asokhia M. O. 2009 Improvisation/Teaching Aids:Aid to Effective Teaching of
English Language.International Journal of Education1(2): 79-85.
Best J.W and Khan J.V. 2006. Research and Education: Tenth Edition. USA:
Pearson Education Inc.
Brown H.D. 2003. Language Assessment: Principles and Classroom Practices.
San Fransisco: Longman.
Calhoun E. F.2006. Picture Word Inductive Model Images: Catalog 1. USA: Iowa
Department of Education.
Calhoun E.F. 1999. Teaching Beginning Reading and Writing with the Picture
Word Inductive Model. Alexandria: ASCD.
Creswell J. W .2012. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research: Fourth edition. Boston: Pearson Education Inc.
Damanik W. R. 2013. Improving Students’ Achievement in Writing Procedure
Text through PWIM. Unpublished Thesis. Universitas Negeri Medan
Damanik, Wahyuni .2010. The Effect of Applying Dictoglos Technique on
Students’ Achievement in Writng Narrative Paragraph. Unpublished.
Universitas Negeri Medan
Ernita, Sri. 2014. The Effect of Team Games Tournament Technique on the
Teaching Writing Descriptive Text. Unpublished Thesis. Universitas
Negeri Medan
Fulcher, Glenn and Davidson, Fred. 2007. Language Testing and Assessment: An
Advance Resource book. London: Routledge.
Harmer, Jeremi. 2004. How to Teach Writing. Malaysia: Pearson Education
Limited
Hyland, Ken. 2009. Teaching and Researching Writing: Second Edition. Great
Britain: Longman.
Knapp, P. & Watkins, M. 2005. Genre, Text, and Grammar: Technology for
Teaching and Assessing Writing. Sydney, Australia: UNSW Press.
Li, Siaobin. 2011. The Picture Word Inductive Model and English Vocabulary
Acquisition. Sweden: Krisiantad Univeesity Press.
45
46
Loh, Jason. 2012. View from the Chalk Board. The Reading Teacher Journal Vol.
65 (7) p. 460.
Morris, G & Sharplin, E. 2013. The Assessment of Creating Writing in Senior
Secondary English. English in Education Journal, (1): 57-58.
Pardiyono. 2007. Pasti Bisa: Teaching Genre-Based Learning. Yogyakarta:
Penerbit Andi.
Siahaan, Sanggam. 2008. The English Paragraph. Jakarta: Gramedia.
Sudawarti T.M & Grace, E.2007. Look Ahead: An English Course for Senior High
Students Year XI. Jakarta: Penerbit Erlangga.
Suleiman M.D. 2011 Teaching and Assessing Writing Strategies for Secondary
School Students and Investigating Teachers’ and Students’ Attitudes towards
Writing Practice. International Journal Education, 3(1): 25-36.
Sundari, Kartika. 2012. Improving Grade VIII Students’ Achievement in Writing
Descriptive Text through PWIM. Unpublished Thesis. Universitas Negeri
Medan
Swartzendruber K. L. 2001. The Picture Word Inductive Model and Vocabulary
Acquisition. Unpublished Thesis. Wichita State University
Wahana, K. Panduan Aplikasi dan Solusi Mengolah Data Statistik Hasil
Penelitian dengan SPSS 17. Semarang: Penerbit Andi Offset
Weigle S.C. 2002. Assessing Writing. UK: Cambridge University Press.
Wood, K. D. & Tinajero, J. 2002. Research into Practice: Using Pictures to Teach
Content to Second Language Learners. Middle School Journal,33 (5):47-51.
in http://competition-storytelling.blogspot.com/2013/03/the-legend-ofmalinkundang.html/ 06 May 2014/ 13:29.
Wawan
BIOGRAPHY
Frendi Yudistira Simarmata was born in Sindarraya on January 11th 1991.
He is 23 years old. He is Indonesian and a Christian. People around him usually
call him Frendy. His father is Amerudin Simarmata and his mother is Ramelli
Purba. His parents live in Sindarraya. He has an elder brother, Jon Feri A.
Simarmata, younger brother, Jonli Rikardo Simarmata, Frans Eri Jio Simarmata,
and the only sister, Chrisiyani N. Simarmata. He has an email, it is
[email protected]
His formal education was started from 1996 – 2002 in primary school; it
was SD Negeri 096742 Simp. IV. Next, from 2002 – 2005, He continued her
education to SMPN 1 Raya Kahean. After that, He finished his Senior High
School in SMAN 1 Raya Kahean from 2005 – 2008. Then, in 2010 – 2014, he
graduated from English Education Department in State University of Medan.
Medan,
December 2014
The writer,
Frendi Yudistira Simarmata
Nim: 2103121019
INDUCTIVE MODEL ON STUDENTS’ ACHIEVEMENT
IN WRITING NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan in Partial Fulfilment of the Requirement
for the Degree of Sarjana Pendidikan
By:
FRENDI YUDISTIRA SIMARMATA
Registration Number 2103121019
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan, Desember 2014
Frendi Yudistira Simarmata
Reg. No. 2103121019
ABSTRACT
Simarmata. Frendi Yudistira. 2103121019. The Effect of Applying Picture
Word Inductive Model on Students’ Achievement in Writing Narrative Text. A
Thesis. English Department. Faculty of Languages and Arts, State University
of Medan, Medan: 2014.
This study deals with The Effect of Applying Picture Word Inductive Model on
Students’ Achievement in Writing Narrative Text. This study was conducted by
using experimental design.. The population of the research was grade XI of
SMAN 1 Bandar Simalungun Academic Year 2014/2015. Two classes were
chosen as purposive sampling. The classes were divided into two groups. The
experimental group was taught by applying Picture Word Inductive Model and the
control group without applying Picture Word Inductive Model. The data were
acquired by administered the pre-test and the post-test. The data were analyzed by
using SPSS 17.00. The mean score of the experimental group in pre-test = 62.47,
control group = 62.28. in the post-test, mean score of the experimental group =
78.16, while the control group = 65.87. It was found that the value of t-observed
was 4.49 with the degree of freedom (df) = 62 at the level of significance p(0.05)=
2.00. It means that t-observed was higher than t-table (4.49>2.00). The result of
this study showed that teaching by applying Picture Word Inductive Model
significantly affected the students’ achievement in writing narrative text.
Key Words
: Picture Word Inductive Model, Writing Narrative Text.
i
ACKNOWLEDGMENT
First of all, the writer would like to express his deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during his study and in completing
this thesis which entitled: The Effect of Applying Picture Word Inductive Model
on Students’ Achievement in Writing Narrative Text. This thesis is aimed to
fulfill one of the requirements for the degree of Sarjana Pendidikan of the English
Department, Faculty of Languages and Arts, State University of Medan
(UNIMED).
In completing this thesis, the writer realized that he faced some problems
and he had received the academic guidance, suggestions, and comments and got a
lot of assistances and moral support from many people. Therefore, the writer
would like to express his gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State
University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education
Study Program.
Dr. Anni Holila Pulungan, M.Hum., his Thesis Advisor, who has
given her valuable advice, guidance and spent his precious time in
the process of completing this thesis.
Drs.Elia Masa Gintings, M.Hum., his Academic Advisor, who has
supported him throughout the academic years.
Drs. Willem Saragih, Dipl. Appl. M.Pd., as his Reviewer and
Examiner, who have given their precious time, guidance, suggestions,
and comments.
Drs. Johan Sinulingga, M.Pd., as his Reviewer and Examiner, who
have given their precious time, guidance, suggestions, and comments.
Juli Rachmadani Hasibuan, S.S, M.Hum. as his Reviewer and
Examiner, who have given their precious time, guidance, suggestions,
and comments.
All the Lecturers of English Department who have taught, guided,
and advised his throughout the academic years.
Mam Eis, as the administration staff of English Department, for her
attention, assistance, and information in completing it.
Drs. Rommel, M.Pd., as the Headmaster of SMAN 1 Bandar
Simalungun, for his permission and opportunities in allowing the
writer to do observation and to collect data.
Lelita Sabariaty M.Pd., the English teacher of SMAN 1 Bandar
Simalungun, for the assistance, guidance, suggestions and commentsin
the process of completing this thesis.And all the teachers and students
at the schoolfor the good cooperation.
ii
His beloved parents, Amerudin Simarmata and Ramelli Purba, his
lovely brothers, Jhon Feri Alichandra Simarmata, Jonli Rikardo
Simarmata, Frans Erijio Simarmata, His sister Christiyani
Novitasari Simarmata, his grandparents(Tua and Op. Inang)and all
his families for their endless love, pray, inspiration, motivation,
mental and everything that they have given to the writer.
His friendsin Reguler Dik. C’ 2010, especially Putra, Harnoi,
Herbiana, Samuel, Fauzi as his great classfor the love and
togetherness throughout four years; his friends in PPLT SMAN 1
Bandar Simalungun 2013, DPK Himapsi Unimed for many
experiencies and togetherness.
His house mate Julianson Purba, Rikki Wandi Purba, Mulia
Sipayung for the love, assistance and togetherness that they have
given to the writer.
The writer realizes that this thesis still has the paucity, he conveniently
welcomes anysuggestions, comments critics, and advices that will improve the
quality of this thesis. He hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan, Desember 2014
The writer,
Frendi Yudistira Simarmata
Reg. No. 2103121019
iii
TABLE OF CONTENTS
Pages
ACKNOWLEDGMENT ....................................................................................... i
ABSTRACT .......................................................................................................... iii
TABLE OF CONTENTS ................................................................................. iv
LIST OF TABLES ............................................................................................. viii
LIST OF PICTURES ........................................................................................... ix
LIST OF APPENDICES .......................................................................................x
CHAPTER I. INTRODUCTION .................................................................. 1
A. The Background of the Study ................................................................. 1
B. The Problem of the Study ....................................................................... 3
C. The Objectives of the Study.......................................................................3
D. The Scope of the Study ............................................................................. 4
E. The Signifinance of the Study .................................................................. 4
CHAPTER II. REVIEW OF LITERATURE ................................................. 5
A. Theoretical Framework ..............................................................................5
1. Writing ................................................................................................6
2. Process of Writing ..............................................................................6
a. Planning ........................................................................................6
b. Drafting .........................................................................................7
c. Editing (reflecting and revising) ...................................................7
d. Final Version.................................................................................7
3. Teaching Writing ................................................................................7
4. Genre of Writing .................................................................................8
5. Narrative Text .....................................................................................9
a. Part of Narrative Text ...................................................................9
1) Language Features ..................................................................9
2) Generic Structure ..................................................................11
b. Example of Narrative Text .........................................................12
6. Picture Word Inductive Model .........................................................13
a. The Procedure of Applying PWIM .............................................14
b. The Advantages of PWIM ..........................................................18
B. Relevant of Study.....................................................................................19
C. Conceptual Framework ............................................................................21
D. Hypothesis................................................................................................23
CHAPTER III. RESEARCH METHODOLOGY .........................................23
A. Research Design ..................................................................................... 24
B. Population and Sample ............................................................................25
1. Population ..........................................................................................25
iv
2. Sample................................................................................................25
C. Data Collectiom .......................................................................................26
1. Data Sources ......................................................................................26
a. Instrument ....................................................................................26
D. The Procedures of the Study ....................................................................26
E. Assessment of Scoring of Writing ...........................................................29
F. The Validity and Reliability of the Test ..................................................31
1. Validity of the Test ............................................................................32
2. Reliability of the Test.........................................................................32
G. Technique of Data Analysis .....................................................................34
1. Pre-test Score Analysis ......................................................................34
2. Normality Distribution .......................................................................34
3. Homogeneity Variance ......................................................................34
4. Independent T Test Computation.......................................................35
CHAPTER IV. DATA AND DATA ANALYSIS .............................................36
A. The Data .....................................................................................................36
B. Data Analysis .............................................................................................36
1. Pre-test Score Analysis ........................................................................36
a. Normality Distribution ...................................................................37
b. Variance Homogeneity...................................................................38
2. The Post-test Score Analysis ...............................................................38
a. Normality Distribution ...................................................................39
b. Variance Homogeneity Test ...........................................................40
3. Independent T Test ...............................................................................40
4. Dependent T Test .................................................................................41
5. Research Findings ................................................................................42
CHAPTER V. CONCLUSION AND SUGGESTION ......................................43
A. Conclusion .................................................................................................43
B. Suggestion ..................................................................................................43
REFERENCES ................................................................................................... 45
APPENDIX ..........................................................................................................47
v
LIST OF TABLES
Pages
Table 1.1 Students score in writing narrative test ....................................................2
Table 2.1 The example of word chart ....................................................................17
Table 3.1 Research Design .....................................................................................24
Table 3.2 The Scenario of Treatment in experimental Group ...............................27
Table 3.3 The Scenario of Treatment in Control Group ........................................28
Table 3.4 The Scoring of Writing ..........................................................................29
Table 3.5 The Coefficient of Reliability ................................................................33
Table 4.1 Descriptive Statistic on Pre-test .............................................................37
Table 4.2 Descriptive Statistic of Post-test ...........................................................39
vi
LIST OF PICTURES
Pages
Picture 2.1 The Example of Picture .......................................................................14
Picture 2.2 The Example of Chronological Picture ...............................................16
vii
LIST OF APPENDICES
Pages
Appendix A: The Pre-test Score of Experimental and Control Group ..................47
Appendix B: The Pre-test Score of Experimental and Control Group..................48
Appendix C: Pre-test and Post-test of Experimental Group ..................................49
Appendix D: Pre-test and Post-test of Control Group ...........................................50
Appendix E: Descriptive Statistic of Pre-test.........................................................51
Appendix F: Normality Distribution of Pre-test ....................................................54
Appendix G: Homogeneity of Variances of Pre-test .............................................55
Appendix H: Descriptive Statistic of Post-test.......................................................56
Appendix I: Normality Distribution of Post-test....................................................58
Appendix J: Homogeneity of Variances of Post-test .............................................59
Appendix K: T Test................................................................................................60
Appendix L: Post-test T Test of Experimental and Control Group .......................61
Appendix M: Calculation of Reliability of the Test...............................................62
Appendix N: T table ...............................................................................................64
Appendix O: Lesson Plan ......................................................................................65
Appendix P: Students Works Sheet .......................................................................93
viii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Writing is one of English skills which is important to be mastered especially
for academic. If students have mastered this skill, students will be able to do some
kinds of writing assignments. It is necessary for students to choose the appropriate
idea when they want to express something in writing. So they can decide in what
type of writing it is to be written.
According to the Educational
Unit-Oriented Curriculum ( Kurikulum
Tingkat Satuan Pendidikan: KTSP), there are many kinds of text that should be
learned by the students of Senior High School such as, narrative, report, recount,
procedure, explanation, and so forth. Based on the KTSP, narrative text is one of
the genres that should be achieved by the students in grade eleventh. Narrative
text is a suitable genre to tell the activity in the past which has functions to amuse
the reader and frequently gives moral lesson (Pardiono, 2007:94).
In fact, based on the writer observation in the eleventh grader of SMA N 1
Bandar Simalungun, the writer found the data of writing narrative test from the
first semester in academic year 2013/2014 from the English teacher
HS. She
said that many students could not pass the Minimal Completeness Criterion
(Kriteria Ketuntasan Minimal) that applied in the school, which is 65 in English
subject.
1
2
The data can be seen as follows:
Table 1.1 Students score in writing narrative test
Class
XI IPA 1
XI IPA 2
XI IPA 3
XI IPA 4
Score
< 65
≥ 65
< 65
≥ 65
< 65
≥ 65
< 65
≥ 65
Students
4
32
21
13
26
8
26
7
From the data of these 4 classes, it can be seen that 77 of 137 or 56,20%
students have score under the minimal completeness criterion. It can be conluded
that the students’ achievement in writing narrative test is still low.
In adition, based on the writer experience in Integrated Teaching Practice
Program (PPL) in 2013 in SMA N 1 Bandar Simalungun, the writer faced the
same condition. The writer found that there are many factors that make students
have problem in learning writing skill. The students are lack of ideas, vocabulary,
and grammar.
Moreover the teaching method that teacher applied in teaching writing
wasn’t effective. The teaching method that teacher frequently used was
conventional teaching like teacher directed learning. In a class, there were 22 of
34 students got low score in writing narrative text eventhough the teacher had
explained the material of narrative text several times.
Responding to these problems, the writer tried to apply a model that can
solve the problem. The model is named Picture Word Inductive Model (PWIM).
3
PWIM is an inquiry-oriented language arts strategy that uses pictures
containing familiar objects and action to elicit word (Calhoun, 1999: 21). This
model is designed to capitalize children’s ability to think inductively.
It’s a
literacy strategy that uses a picture as a platform for vocabulary development
( Loh, 2012 ).
PWIM is a model of study that uses picture and words to stimulate the
students’ thinking inductively, from specific thinking to general thinking. This
model has many advantages. One of the advantages of the PWIM is that it
approaches the development of sight vocabulary directly (Li, 2011:12)
Based on the explanation above, the writer thinks it would be important to
apply PWIM to help the students to solve the problem with writing narrative text.
Therefore, this study was designed to identify the effect of applying PWIM on
students’ achievement in writing narrative text.
B.
The Problem of the Study
Related to the background of the study, the problem of this study is
formulated in form of a question as follows:
“Does the application of Picture Word Inductive Model (PWIM)
significantly affect on the students’ writing achievement in narrative text?”
C.
The Objective of the Study
The object of study is to find out the significant effect of applying Picture
Word Inductive Model on students’ achievement in writing narrative text.
4
D.
The Scope of the Study
In order to give the best result of the research, the study was focused on the
application of Picture Word Inductive Model on students’ achievement in writing
narrative text grade eleventh.
E.
The Significance of the Study
This study is concerned with teaching writing. The application of PWIM is
expected to be successfull. The benefits of this study can be viewed theoretically
and practically. Theoretically, the result of the study can be used as a reference
for those who want to conduct a research in teaching writing. Practically, this
study is expected to give inspiration for teachers to apply PWIM in their teaching
especially in teaching writing narrative. For students, this study is expected to be
successfull to increase their writing narrative achievement.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
Based on the result of the data analysis, it shows that applying Picture
Word Inductive Model (PWIM) affects on students’ achievement in writing
narrative text. It is found that students’ achievement in writing a narrative
paragraph taught with applying PWIM is higher than those taught without
applying PWIM.
There are different means between the groups, experimental and control
group in post-test. They are 78.25 and 69.00. It means that the mean of
experimental group is higher than the mean of control group. Besides, the
calculation of t-test shows that the value of t-observed was 4.49 with the degree of
freedom (df) = 62 at the level of significance p(0.05)= 2.00. It means that tobserved was higher than t-table (4.49>2.00). The result of this study showed that
teaching by applying Picture Word Inductive Model significantly affected the
students’ achievement in writing narrative text. It means that the alternative
hypothesis is accepted.
B.
Suggestion
In line with the conclusion of the study, some suggestions are offered to
the English teachers that it is wiser to apply PWIM because it helps the teacher to
be more creative in teaching writing narrative text. And also it is suggested to the
43
44
students to apply PWIM in order to improve their creativity in writing a text
especially in writing narrative text. In addition, it is expected to the readers who
are interested in dealing with this study so that they have a good understanding to
support their study.
REFERENCES
Asokhia M. O. 2009 Improvisation/Teaching Aids:Aid to Effective Teaching of
English Language.International Journal of Education1(2): 79-85.
Best J.W and Khan J.V. 2006. Research and Education: Tenth Edition. USA:
Pearson Education Inc.
Brown H.D. 2003. Language Assessment: Principles and Classroom Practices.
San Fransisco: Longman.
Calhoun E. F.2006. Picture Word Inductive Model Images: Catalog 1. USA: Iowa
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Calhoun E.F. 1999. Teaching Beginning Reading and Writing with the Picture
Word Inductive Model. Alexandria: ASCD.
Creswell J. W .2012. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research: Fourth edition. Boston: Pearson Education Inc.
Damanik W. R. 2013. Improving Students’ Achievement in Writing Procedure
Text through PWIM. Unpublished Thesis. Universitas Negeri Medan
Damanik, Wahyuni .2010. The Effect of Applying Dictoglos Technique on
Students’ Achievement in Writng Narrative Paragraph. Unpublished.
Universitas Negeri Medan
Ernita, Sri. 2014. The Effect of Team Games Tournament Technique on the
Teaching Writing Descriptive Text. Unpublished Thesis. Universitas
Negeri Medan
Fulcher, Glenn and Davidson, Fred. 2007. Language Testing and Assessment: An
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Britain: Longman.
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Loh, Jason. 2012. View from the Chalk Board. The Reading Teacher Journal Vol.
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Wawan
BIOGRAPHY
Frendi Yudistira Simarmata was born in Sindarraya on January 11th 1991.
He is 23 years old. He is Indonesian and a Christian. People around him usually
call him Frendy. His father is Amerudin Simarmata and his mother is Ramelli
Purba. His parents live in Sindarraya. He has an elder brother, Jon Feri A.
Simarmata, younger brother, Jonli Rikardo Simarmata, Frans Eri Jio Simarmata,
and the only sister, Chrisiyani N. Simarmata. He has an email, it is
[email protected]
His formal education was started from 1996 – 2002 in primary school; it
was SD Negeri 096742 Simp. IV. Next, from 2002 – 2005, He continued her
education to SMPN 1 Raya Kahean. After that, He finished his Senior High
School in SMAN 1 Raya Kahean from 2005 – 2008. Then, in 2010 – 2014, he
graduated from English Education Department in State University of Medan.
Medan,
December 2014
The writer,
Frendi Yudistira Simarmata
Nim: 2103121019