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THE EFFECTIVENESS OF PWIM TO TEACH WRITING VIEWED FROM
STUDENTS’ CREATIVITY
(An Experimental Research at the Eighth Grade Students of SMP Negeri 3
Delanggu in the Academic Year of 2013/2014)
Abdusalam Ali Mousa 1, Ngadiso 2, Abdul Asib2
Magister Program of English Education of Post Graduate UNS, Surakarta
Abdu_asslam@hotmail.com

Abstract
Background: Students usually get difficulty in how to start writing sentences if the teacher
does not give the list of verbs they should use in their sentences. Their sentences do not have
correct punctuation: they use commas and full stop without any good reason or there is no
punctuation where there should be some. Their writing ideas have not been presented in an
order that easily makes sense to the reader. The word selection is not appropriate with the
context. The purposes of the study are: (1) to reveal whether PWIM is more effective than
Guided Writing in teaching writing for the eighth grade students of SMP Negeri 3 Delanggu;
(2) to reveal whether the eighth grade students of SMP Negeri 3 Delanggu who have high
creativity have better writing skill than those having low creativity; (3) to reveal whether
there i s a n interaction between teaching methods and students’ creativity to teach writing

for the eighth grade students of SMP Negeri 3 Delanggu.
Subjects and Methods: The experimental research was conducted at SMP Negeri 3
Delanggu, from November to December 2013. The sample of the research was two classes;
those were V D which was treated as experimental class taught by using PWIM and V B
which was treated as control class taught by using Guided Writing. Each of them consisted of
22 students. The data were in the form of quantitative data that were taken from writing
test and creativity test. The data of writing test were used to know the students’ writing skill.
The data of creativity test were used to know the students’ level of creativity. The data of
writing test were the scores of students’ writing test that was administered after having nine
times treatments for each class. The researcher analyzed the data using ANOVA and Tukey
Test.
Result: PWIM is an effective method to teach writing for the students at the eighth grade
students of SMP Negeri 3 Delanggu.
Conclusion: The use of PWIM in teaching writing is effective.
Keywords: PWIM, Guided Writing, creativity
Introduction
Mastering writing skill is very important

mastered by the students at school is

because writing is the way to express our

writing skill because it is very important in

ideas, feelings, and thoughts. Besides, one

everyone daily life. Moreover, in this social

of the language skills that should be

media era, people prefer communicating

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through social media rather than the old

However

mastering

writing

skill

in

communication lifestyle, so the emergence

native language is not an easy task for the

of writing will be seen.

students. Moreover, they should master

Writing

is

a

deliberate,

conscious

English

writing

skill,

writing

using

a

be

foreign language. Students’ writing in the

planned and organized (Coe and Rycroft,

foreign language has social and cognitive

2005: 1). According to Nunan (2003: 88)

challenges related to foreign language

writing is the process of thinking to invent

acquisition.

ideas, thinking about how to express into

believe that writing in a foreign language

good writing, and arranging the ideas into

may prove too frustrating and difficult for

statement and paragraph clearly. Byrne

students.

(1997: 1) defines writing as the act of

Bowles (1996: 4) that many instructors

forming letters or combination of letters:

believe that students of a foreign language

making marks on flat surface of some kind.

have such a limited vocabulary in the

It is more than production of graphic

second language that writing is not only a

symbols, just as speech is more than the

difficult but also an extremely frustrating

production of sounds. The symbols have to

experience.

be

interview with the English teacher at SMP

process,

which

arranged

can

and

according

should

to

certain

Foreign

language

teachers

It is stated by Bridwell and

Based

on

the

researcher’s

conventions to form words, and words are

Negeri

arranged to form sentences. Ghaith (2002:

students

1) mentions that writing is a complex

conducting writing activities. They usually

process that allows the writer to explore

get difficulty in how to start writing

thoughts, and ideas, and make them visible

sentences if the teacher does not give the

and concrete. It means that writing needs

list of verbs they should use in their

some

vocabularies,

sentences. Their sentences do not have

generating ideas, using tenses or grammar

correct punctuation: they use commas and

and punctuation. In conclusion, writing is

full stop without any good reason or there

the act of forming letters and more than

is no punctuation where there should be

putting spoken language into written

some. Their writing ideas have not been

form; it is a complex process and activity

presented in an order that easily makes

to arrange and produce written form in

sense to the reader. The word selection is

which the writer uses certain convention

not appropriate with the context.

skills

as

using

3

Delanggu,
usually

the
get

eighth

grade

problems

in

of linguistic aspects (such as vocabulary,

According to Peha (2003: 3), there are

content, grammar, and punctuation) to

some criteria of a good writing. The First is

express the thoughts and ideas.

the

ideas

that

are

interesting

and

3
important. Ideas are what it’s all about.

model

The second is organization that is logical

organizing, and communicating what the

and effective. Organization refers to the

students have learned. Pictures are used to

order of the ideas and the way the writer

draw out words from students’ current

moves from one idea to the next. The third

vocabularies and transfer them to their

is

writing. The words can then be used to

word

choice

that

is

specific

and

which

allows

for

generating,

memorable. Good writing uses just the

form

right words to say just the right things.

Calhoun (1999: 21) states that PWIM is an

The third is sentence fluency that is

inquiry-oriented

smooth and expressive. Fluent sentences

that

are easy to understand and fun to read

objects and actions as a concrete referents

with expression. The forth is conventions

to lead students into inquiring about

that

are

correct

sentences

uses

and

even

language

pictures

paragraphs.

arts

strategy

containing

familiar

and

communicative.

words and ideas, learning of phrases and

the

ways

use

sentences

punctuation, spelling, grammar, and other

grammar,

mechanics,

things that make writing consistent and

standard

English

easy to read.

discovery and analysis in their study of

Conventions

The

are

classroom

to

by

discovering
and

then

spelling,
usage

using

of
their

activities/practices

writing. Meanwhile, Woetsman (2009: 157)

depend on the method used by the

defines PWIM as a literacy program that

teachers

the

uses image analysis to enggage children in

designer of the instructional program. That

vocabulary acquisition, inductive reasoning

is why the teachers are demanded to use

activities, and writing. Joyce, et al. (2011:

the method which is appropriate with the

vii) argue that PWIM is inductive teaching

students’ need to achieve the good criteria

using pictures as a base of teaching-

of writing. One method that has good

learning that

criteria for teaching writing is The Picture

sight vocabularies as a basis for their

Word Inductive Model (PWIM). In this study,

writing, to inquire the structure of words

the researcher focuses on the two teaching

and sentences, and to write sentences and

methods, PWIM and Guided Writing.

paragraphs. According to Bowes (2013: 2),

because

the

teacher

is

enables learner to develop

A student needs a broad vocabulary to

PWIM is an instructional strategy to help

communicate in writing what he knows.

support students’ vocabulary acquisition,

PWIM builds sight vocabulary as a basis for

word connections and classifications, and

writing. PWIM fits within the inductive

then eventually supports students as they

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begin to write sentences and continue on

which the learners imitate the model texts

to

1)

given by the teacher. Hill (1999: 45) states

adds that PWIM is a multidimensional

that guided writing involves individuals or

approach that addresses several aspects of

small groups of students writing a range

literacy simultaneously. Based on those

of text types. The teacher may provide

definitions, it can be concluded that PWIM

short

is an inductive teaching method that uses

particular aspect of text type, grammar,

pictures containing familiar objects and

punctuation or spelling. Guided writing is

actions as a concrete referents to lead

linked to reading and various text types

students into inquiring about words and

are

ideas, learning of phrases and sentences by

Broughton

discovering spelling, grammar, mechanics,

composition which the teacher provides

and usage of standard English then using

helps the class to prepare the written work,

their discovery and analysis in their study

either written or oral assistance is a guided

of writing.

composition. Tyner (2004: 8) adds that

paragraphs. Rothenberger

(2011:

Compared with PWIM, Guided Writing

mini-lessons

used

as

to

demonstrate

models.
(2002:

According
118),

a

to

guided

guided writing is an instructional writing

is more teacher-centered. Teacher guides

context

the students’ brainstorming by reading the

process through modeling, support, and

text given. Teacher teaches the features of

practice. Based on those definitions, it can

the

the

be concluded that guided writing is a

purpose, and the organization of the text.

strategy in which the teacher demonstrates

Students are passive learners who listen to

for the students the process of writing a

text,

the

language

features,

teaching

the

writing

Teacher

sentence or a paragraph using proper

provides help in the process of generating

English conventions such as a particular

the ideas. Teacher maintains his help in

aspect of text type, grammar, punctuation

group

writing.

or spelling, provides the model texts, and

According to Simpson (1998: 1), guided

helps them to prepare the written work,

writing is a strategy in which the teacher

either through written or oral assistance.

demonstrates the process of writing a

Students are then given opportunities to

sentence or a paragraph using proper

apply

English conventions. Students are then

writing.

the

teacher’s

writing

explanation.

chiefly

and

guided

given opportunities to show that they can

the

Besides

skills

the

through

methods

independent

used

by

the

use these strategies and conventions on

teachers, creativity is another important

their own work. Meanwhile, Hyland (2003:

factor that influences the students’ writing

4) defines guided writing as a strategy in

skill. Creative students are independent

5
and unconventional, they can generate a

combinations from something original by

large number of ideas, able to play with

using

ideas,

the

playfulness, and imagination which is

problems in writing, eager to take risks,

useful to solve problem or environment,

display

communicate with others, and entertain

enjoy

a

creating,

good

can

deal

solve

of

intellectual

playfulness (fantasizing, daydreaming or
imagining), and have sensitivity to beauty
which

plays

an

important

role

data,

information,

experiences,

ourselves and others.
The objective of the study is to find out

in

whether or not (1) PWIM is more effective

producing a good writing. Franken (1994:

than Guided Writing to teach writing; (2)

396) states that creativity is tendency to

students having high creativity have better

generate or recognize ideas, alternatives,

writing

or possibilities that may be useful in

creativity; and (3) there is an interaction

solving

between

problems, communicating with

skill

than

teaching

those

having

methods

and

low

the

others, and entertaining ourselves and

students’ creativity in teaching writing.

other. Innovative teachers (2001) mention

Research Methodology

that creativity is the creation of something

The method used in this study was

original and often linked with imagination,

experimental research. Elliot, et al. (2000:

playfulness,

587)

and

originality.

Suharman

state

that

experimental

research

(2011: 7) defines creativity as a thinking

involves the active manipulation of an

process to create a new ideas, approaches,

independent variable to observe changes

products

in the dependent variable. In experimental

that

are

problem

useful

and

Csikszentmihaly

for

solving

environment.

(1996:

28)

mentions

research,

the

independent

variable

is

frequently manipulated in a condition

creativity as any act, idea, or product that

called

changes

that

condition. Gall, et al. (2003: 366) state that

transforms an existing domain into a new

the experiment is the most powerful

one.

that

quantitative

new

establishing cause-and-effect relationships

an

existing

Munandar

creativity

is

(2004:
ability

domain

46)
to

or

adds
create

combinations based on data, information,
or elements that exist. Based on the

the

experimental

research

or

treatment

method

for

between two or more variables.
This

study

involves

two

kinds

of

definition above, it can be concluded that

variables. The first is independent variable;

creativity is the ability to generate and

it is experimental and moderate variable.

create new perspectives, ideas, things, or

The experimental variable is the teaching

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methods (X), and the moderate variable is

The technique of collecting data was

creativity. The second variable is writing

test technique. The data were in the form

skill as dependent variable (Y). The writer

of quantitative data. To get the data, the

supposes that the relationship between X

writer used writing test and creativity test.

and Y is changed by the level of a third

Both tests were in the form of essay test.

factor Z, or creativity.

Before administering both tests to the

The population of this research was the

students, the researcher, firstly, checked

eighth grade students of SMP Negeri 3

the readability of the writing and creativity

Delanggu in the academic year of 2013-

test. Meanwhile, to analyze the data,

2014. There are 4 classes all together. The

Multifactor Analysis of Variance (ANOVA)

number of the students is 88 students.

test of 2x2 and Tukey test were used.

The sample of this research was class VB

Before

and VD SMP Negeri 3 Delanggu in the

normality

2013/2014 academic year, each of which

conducted.

consists of 22 students. This research

The Result of the Study

needed two classes. One class was used as

After Analysis of Variance is conducted, it

the experimental group (VD) who were

can be drawn a result that:

taught using PWIM and the other one (VB)

1. Fo between columns (5.4375) is higher

as the control group who were taught

than Ft at the level of significance α=

using Guided Writing. In this research, the

0.05 (4.08), Ho is rejected and the

researcher used In this research, the

difference

researcher used Cluster Random Sampling

significant. Because the mean of A1

to

population.

(74.86) is higher than that of A2 (71.36),

According to Fraenkel and Wallen (1993:

it can be concluded that PWIM is more

84), cluster sampling is similar to simple

effective than Guided Writing to teach

random

writing.

get

rather

sample

from

sampling
than

the

except

individuals

that
are

groups

conducting
and

the

ANOVA

homogeneity

between

columns

test,
were

is

randomly

2. Fo between rows (57.7780) is higher

selected. Then, cluster random sampling is

than Ft at the level of significance α=

selecting sample of clusters randomly. In

0.05 (4.08), Ho is rejected and the

this case, a classroom is a cluster because

difference between rows is significant.

it consists of individuals (students). The

It can be concluded that the writing skill

researcher determined two classes used as

of students who have high and those

experimental and control class by doing

who have low creativity are significantly

lottery.

different.

Then,

because

the

mean

between B1 (78.82) is higher than B2

7
(67.41), it can be concluded that the

PWIM

students having high creativity have

writing

better writing skill than those having

students

low creativity.

Because the mean of A1B1 (82.45) is

differs

significantly

from

Guided

who

have

to

Writing

high

teach
for

creativity.

3. Fo columns by rows (6.318) is higher

higher than A2B1 (75.18), it can be

than Ft at the level of significance α=

concluded that PWIM is more effective

0.05 (4.08), Ho is rejected and there is an

than Guided Writing to teach writing for

interaction between teaching methods

students who have high creativity.

and students’ creativity. Thus, it can be

4. Because qo between cells A1B2 and A2B2

concluded that the effectiveness of

(0.18) is lower than qt at the level of

teaching methods depend on the level

significance () = 0.05 (3.11), using

of students’ creativity.

PWIM does not differ significantly from

Based on the result of tukey test, it can

Guided Writing for students who have

be concluded that:

low creativity. It can be concluded that
students with low creativity will end up

1. qo between columns (A1-A2) (3.30) is
higher

than

qt

at

the

level

with “almost” the same result when

of

significance α= 0.05 (2.95), PWIM differs

they taught using both methods.

significantly from Guided Writing for

The Discussion of the Result of the Study

teaching writing. Because the mean of

The discussions of the finding are as

A1 (74.86) is higher than A2 (71.36), it

follows:

can be concluded that PWIM is more

1.

effective than Guided Writing.
2. qo between rows (10.75) is higher than

PWIM is more effective than Guided
Writing to teach writing.
The Picture Word Inductive Model is a

qt at the level of significance () = 0.05

teacher-facilitated

(2.95), the difference between rows is

teacher

significant. Because the mean of B1

environment that engage students to

(78.82) is higher than B2 (67.41), it can

be

be concluded that the students having

students are active in a fun and

high creativity have better writing skill

productive way.

than those having low creativity.

facilitates

active

PWIM

process.

in

is

the

cognitive

classroom.

effective

The

for

The

teaching

3. Because qo between A1B1 and A2B1 (4.84)

writing due to some reasons. First,

is higher than qt at the level of

PWIM is motivating because it uses

significance () = 0.05 (3.11), using

pictures. Pictures have many effective

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functions in teaching. They are: (1)

the students’ ability to think. PWIM

Pictures play a significant role in

does not want to view the students as

children’s

development

empty vessels to pour knowledge into.

because the images and illustrations

PWIM wants to give the students the

not only lead children to encounter a

tools to access knowledge and use it in

different genre of literature but also

a meaningful way. Feng (2011: 45)

prepare them for literacy (Whitehead,

states that if students are taught

2004: 139); (2) Pictures can provide a

regularly to think inductively, they will

topic or visual focus to prompt writing.

be able to use many sources of data

When children are exposed to pictures,

and examine the information from all

they

and

different aspects. Further, Feng (2011:

interpret the illustrations by using

46) states that training children to

their

think

literacy

become

active

imaginations.

readers

They

have

to

inductively

can

help

them

search for clues from the pictures to

discover the essence of concepts by

identify the characters and the themes.

themselves,

Students predict the events implied in

intellectual

the images in order to create a vivid

approach not only fosters children’s

story (Feng, 2011: 43); (3) Pictures are

attention to logical thinking but also

one way to elicit words and help

raises their awareness of the nature of

students

enlarge

language and knowledge.

Pictures

provide

their

vocabulary.

students

with

thus
growth.

promoting
The

their

inductive

On the other hand, Guided Writing

concrete referents for learning new

is

words, phrases and sentences (Feng,

does not promote the students to be

2011: 40). Second, PWIM is effective

independent learners. Students are not

because it activates and promotes

engaged in

students responsibility in learning.

learning because many of the steps are

PWIM is an inductive teaching strategy

teacher’s explanation and guidance of

(inquiry teaching/discovery teaching)

the

which is based on the claim that

students’ brainstorming by reading the

knowledge is built primarily from a

text given. Teacher teaches language

learners’ experiences and interactions

features,

with phenomena. It begins with what

organization of the text. Students are

the

passive learners who listen to the

learners

already

know

and

more

teacher-centered.

productive

concept.

respects their ability to think. Calhoun

teacher’s

(1999: 25) states that PWIM respects

provides

the

Teacher

purpose,

explanation.
help

in

the

Teacher

process

guides

and

of

the

the

Teacher
process

of

9
generating

the

Teacher

and develop new, original, and fresh

maintains his help in group writing

ideas in their writing. They have good

and

are

confidence in their writing. They enjoy

of

creating, able to solve the problems in

guided

working

2.

writing.

alone

independent

ideas.

in

Students
the

writing

only.

step

Ontario

writing,

display

a

good

deal

of

(2005: 5.4) says that guided writing

intellectual

makes students less active in doing

daydreaming or imagining), and have

the writing because they only follow

sensitivity to beauty which play an

the

It

important role in producing a good

emphasizes on modeling so that it

writing. As stated by Ruggiero (1984:

inhibits students in exploring ideas

92), the characteristics of a creative

and creating meaning and authentic

person are as follows: (1) They are

texts on their own. Therefore, PWIM is

dynamic. Unlike most people, creative

more effective than Guided Writing to

people do not allow their minds to

teach writing.

become passive, easy to accept ideas;

The students having high creativity

(2) They are daring. They are willing to

have better writing skill than those

face

having low creativity.

their curiosity and learning, and learn

High creative students do their best in

from their experiences. As a result,

writing. They are independent and

they are less likely to repeat their

unconventional. They love what they

failure;

are doing. They have high motivation

Resourcefulness refers to ability to cut

to finish their writing until it has been

effectively

completed.

They commit time and

approach that solves the problem; (4)

energy. They like to take intellectual

They are hardworking. They are not

and emotional risks. Since writing

afraid of making the failure; and (5)

involves some risk-taking, they often

They are independent. They are not

take risks by elaborating ideas and

afraid to have new ideas different

concepts. Creative students are able to

from others. Semiawan (1984: 10)

think beyond what they feel, see, read,

states that creative person has some

and

with

characteristics. They are: (1) having

surprising ideas. They can generate a

strong imagination; (2) having high

large number of ideas. They overflow

initiative; (3) having large interest; (4)

outline

listen

already

and

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Name of Advisor

provided.

come

up

playfulness (fantasizing,

unpleasant

(3)

They

and

experience,

are

apply

resourceful.

conceptualize

the

having

high

something;

curiosity
(5)

in

being

knowing

flexible

and

Chan

(1999:

185)

state

that

in

students who have low creativity are

thinking; (6) being self-confident; (7)

usually conventional, timid, lack of

being open to new experience; (8)

confidence,

being energetic; (9) being brave in

According to Munandar (1995: 46)

taking risks; and (10) being brave in

person in a low creativity are those

expressing ideas. In addition, Renzulli

who do not have the ability to create

and Hartman (in Wilson, 2005: 2) state

something new and to share new ideas

that highly creative individuals may

implemented in problem solving. They

display a good deal of intellectual

don’t have the ability to solve the

playfulness; may frequently be caught

difficulties,

fantasizing, daydreaming or imagining.

information, and missing elements.

They exhibit

Munandar

heightened emotional

and

conforming.

problems,

(1999:

25)

gaps

adds

in

that

sensitivity. They may be very sensitive

different levels of creativity affect the

to

ways

beauty

and

visibly

moved

by

aesthetic experiences.

of

thinking,

behavior,

and

competences in any aspects. Therefore,

On the other hand, low creative

the students having high creativity

students are lack of motivation. They

have better writing skill than those

have no passion for what they are

having low creativity.

doing as the consequences they don't

3.

There

is

an

interaction

enjoy their writing activity. They easily

teaching

give up in facing the difficulties in

intelligence.

writing.

their

PWIM involves the activation of prior

writing before finishing it. They are

knowledge and life experiences to

less independent. They depend much

interpret the picture into the form of

on their teacher’s instructions. Their

words. PWIM respects the students’

creative mind stays idle as it has

ability to think. Furthermore, PWIM

nothing to play with. They are unable

requires higher-order thinking skills,

to come up with new and fresh ideas.

problem-solving,

They

in

reasoning abilities which encourage

expressing their thought. They lack of

the students to be active in every

confidence in their writing. They are

teaching step given. Calhoun (1999:

afraid in taking risks because they are

21) states that PWIM is designed to

afraid to be wrong. Those will make

capitalize on children’s ability to think

them easily give up in writing. Chan

inductively. The PWIM enables the

They

often

often

find

dismiss

difficulty

methods

and

between

and

students’

inductive

11
students to build generalizations of a

well.

concept and it respects their ability to

high creative students enjoy using

think.

PWIM. They are able to identify the

Having

those

characteristics,

The high creative students of the

picture easily and quickly. They can

experimental group to whom the

identify objects, actions, and any

PWIM

and

other stuff/abstract feeling from the

enthusiastic in joining the activities.

picture, they actively interpret what

High creative students do their best in

they see in the picture into the form

writing. They are independent and

of words/phrases. They can create

unconventional. They love what they

sentences using the words they gain

are doing. They have high motivation

from the picture and combine their

to finish their writing until it has been

sentences into paragraph. They can

completed.

They commit time and

make generalization of some concepts

energy. They like to take intellectual

of descriptive text. They generalize

and emotional risks. Since writing

the

involves some risk-taking, they often

identification and description of the

take risks by elaborating ideas and

text. That is why PWIM is more

concepts. Creative students are able

effective to teach writing for the

to think beyond what they feel, see,

students having high creativity.

is

applied,

are

active

sentence

pattern

and

the

read, and listen and come up with

On the other hand, low creative

surprising ideas. They can generate a

students are lack of motivation. They

large number of ideas. They overflow

have no passion for what they are

and develop new, original, and fresh

doing as the consequences they don't

ideas in their writing. They have good

enjoy their writing activity. They easily

confidence

give up in facing the difficulties in

in

their

writing.

They

enjoy creating and able to solve the

writing.

problems in writing. According to

writing before finishing it. They are

Renzulli and Hartman (in Wilson,

less independent. They depend much

2005:

is

on their teacher’s instructions. Their

overflown with ideas, plays with ideas

creative mind stays idle as it has

and

creating,

nothing to play with. They are unable

improvises, is an inventor and idea

to come up with new and fresh ideas.

generator, creates and brainstorms

They cannot generate a large number

2),

a

concepts,

__________________
1

Name of Writer

2

Name of Advisor

creative

enjoys

thinker

They

often

dismiss

their

of ideas. They often find difficulty in

the eighth grade students of SMP Negeri 3

expressing their thought. They lack of

Delanggu

confidence in their writing. They are

2013/2014 having high creativity is better

afraid in taking risks because they are

than those having low creativity; (3) There

afraid to be wrong. And, they don’t

is

enjoy creating. Chan and Chan (1999:

methods

185) state that students who have low

teaching writing for the eighth grade

creativity are usually conventional,

students of SMP Negeri 3 Delanggu in the

timid,

academic year of 2013/2014.

lack

of

conforming.

confidence,

the

academic

interaction
and

year

between

students’

of

teaching

creativity

in

those

Based on the research findings, it can

characteristics, low creative students

be concluded that PWIM is an effective

are

learning

method for teaching writing at the eighth

writing and in achieving good result in

grade students of SMP Negeri 3 Delanggu

writing.

in the academic year of 2013/2014.

facing

Having

and

an

in

difficulties

Their

in

low

creative

characteristics are barriers to master
good

writing

whatever

skill.

methods

That

is

why

used

by

the

Some suggestions can be listed as
follows:
1. For teachers

teachers are not effective for them. As

a. It is recommended for the teacher

stated by Munandar (1999: 25) that

to use the PWIM because it is fun

different levels of creativity affect the

and productive;

ways

of

thinking,

behavior,

and

b. Teachers are suggested to use the

competences in any aspects. Wang

teaching

(2011)

appropriate to the students’ need.

observes

that

cognitive

creativity and academic achievement

methods

which

are

2. For Students

are positively related to each other. So,

a. The students should be active and

it can be concluded that using PWIM

involved thoroughly in the teaching

and Guided Writing are less effective

and learning process in order to

for the students having low creativity.

improve their writing skill;

Conclusion and Suggestion

b. The

students

who

develop

low

Based on the descriptions of the data

creativity

analysis, the findings are: (1) PWIM is more

writing through many exercises.

effective than Guided writing to teach

should

have

their

3. For Other Researchers

writing for the eighth grade students of

The result of this research can be used

SMP Negeri 3 Delanggu in the academic

as a starting point of conducting further

year of 2013/2014; (2) The writing skill of

researches by extending it to other

13
levels and subjects. The research can

instructional method and strengthen

give additional contribution to develop

the similar theory.

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