I. Introduction
This thesis investigates the impact of the Picture Word Inductive Model (PWIM) on Indonesian senior high school students' narrative writing abilities. The introduction establishes the context by highlighting the global importance of English proficiency and the challenges faced by students in mastering writing skills, particularly narrative text composition. The author notes that conventional methods sometimes fail to address the complexities of writing, leading to low achievement scores. PWIM is presented as a potential solution, offering an engaging and interactive approach that builds vocabulary and improves writing skills. The research question focuses on determining the significant effect of PWIM on student achievement in narrative writing. The study's scope is explicitly limited to narrative texts within the broader context of various writing genres.
1.1 Background of the Study
The study emphasizes the significance of English as a global language and its integration into the Indonesian curriculum. It points out the challenges inherent in writing, particularly the complexity of narrative text composition, which often involves generating ideas, organizing them coherently, and applying grammatical rules accurately. This section lays the groundwork by stating the issues surrounding students' difficulties in writing narrative texts, thus justifying the choice of PWIM as an innovative teaching approach. The author highlights previous research suggesting the effectiveness of PWIM in improving writing skills, creating a foundation for this current study which focuses on narrative text specifically.
1.2 Problem of the Study
The core research question is clearly defined: Does the implementation of PWIM significantly impact students' achievement in writing narrative texts? This concisely states the central focus of the research, guiding the subsequent methodology and analysis.
1.3 Scope of the Study
The study's scope is explicitly delineated, limiting its focus to narrative text writing and excluding other writing genres. This delimitation ensures that the research remains focused and manageable, providing a clear boundary for the investigation.
1.4 Objectives of the Study
The objective is stated as determining the significant effect of PWIM on students' narrative writing achievement. This objective directly responds to the research question, outlining the anticipated outcome of the study.
1.5 Significance of the Study
The significance section discusses the potential theoretical and practical contributions of the research. Theoretically, it offers insights into the effectiveness of PWIM for teaching narrative writing. Practically, it aims to provide English teachers with a valuable pedagogical tool and further understanding of PWIM's application in teaching narrative texts. This section explicitly connects the research to both academic discourse and real-world educational practices.
II. Review of Literature
This chapter delves into the theoretical framework underpinning the research. It covers various aspects of writing, including its processes and products, different writing genres (with a specific focus on narrative texts, including their generic structure and grammatical features), and a detailed explanation of PWIM, encompassing its procedure, advantages, and application in teaching narrative texts. The literature review aims to provide a comprehensive understanding of the theoretical underpinnings of writing instruction and the specific pedagogical model used in this study. The inclusion of existing research helps position this current study within the broader field of language pedagogy.
2.1 Theoretical Framework
This section provides a comprehensive overview of relevant theories and concepts related to student achievement in writing, the writing process, various writing genres (especially narrative texts), and the Picture Word Inductive Model (PWIM). It establishes a theoretical foundation by examining existing literature on the challenges of writing instruction and the potential of PWIM as a student-centered approach to address these challenges. This section provides a robust theoretical basis for the research methodology and expected results.
2.2 Conceptual Framework
This section likely presents a visual model, diagram, or detailed explanation illustrating the relationship between the variables under investigation. It demonstrates the researcher's understanding of how PWIM is expected to influence students' writing skills. A well-structured conceptual framework visually clarifies the study's key variables and their hypothesized relationships.
2.3 Hypothesis
This section explicitly states the hypothesis being tested: There is a significant positive correlation between the use of PWIM and students’ achievement in narrative writing. The hypothesis provides a clear, testable statement that directly addresses the research question.
III. Research Method
This chapter outlines the research design, population, sample, data collection instruments, research procedures, and data analysis techniques. The methodology section provides a detailed description of how the research was conducted, ensuring the study's replicability and validity. It explicitly states the experimental design, the sampling method, and the specific instruments used to collect and analyze data.
3.1 Research Design
This section describes the type of research design employed (e.g., experimental) and justifies the selection of this design. It provides a rationale for the chosen approach and ensures that the method is appropriate for addressing the research question and hypothesis.
3.2 Population and Sample
This section identifies the target population and explains how the sample was selected (e.g., random sampling). The description of the sample ensures that the findings can be generalized to the larger population with reasonable confidence. The rationale for sample size is also likely included.
3.3 Instrument for Collecting Data
This section details the specific tools used to collect data, such as writing tests. The description of the test's content, administration, and scoring criteria is crucial for assessing the validity and reliability of the data collected. The reliability and validity of the instruments need to be established.
3.4 Procedure of Research
This section provides a step-by-step account of the research process, including pre-test, treatment (implementation of PWIM in the experimental group and conventional method in the control group), and post-test phases. It details the activities undertaken in each phase, demonstrating a clear and systematic approach to data collection. The timelines and procedures are explained in detail.
3.5 Scoring of the Test
This section explains how the writing tests were scored, typically using a rubric or scoring criteria. A clear and transparent scoring system is essential for objective and consistent assessment of student writing. The rubric details are presented with scoring guidelines.
3.6 Technique of Analyzing Data
This section specifies the statistical techniques employed to analyze the data (e.g., t-test). The rationale for choosing the specific statistical tests is essential for ensuring their appropriateness in relation to the data type and research question. Justification for the statistical method is provided.
3.7 Statistical Hypothesis
This section provides the null and alternative hypotheses in statistical terms. It ensures that the study clearly articulates the expectations from the statistical analysis. The hypotheses are presented in statistical notation.
IV. Data Analysis and Discussion
This chapter presents the data analysis, including descriptive statistics and inferential statistics (e.g., t-test results). It interprets the findings in relation to the research question and hypothesis. The discussion section interprets the results, comparing the performance of the experimental and control groups, and examining the implications of the findings in relation to the literature review. Any limitations of the study are also likely addressed here.
4.1 Data
This section presents the raw data from the pre-test and post-test scores for both the experimental and control groups. This often includes tables and graphs to visually represent the data.
4.2 Data Analysis
This section details the statistical analysis performed on the data. It usually includes descriptive statistics (mean, standard deviation) and inferential statistics (e.g., t-test) to determine if there is a significant difference between the groups.
4.3 Testing Hypothesis
This section presents the results of the hypothesis test and determines whether the null hypothesis is rejected or not. This involves comparing the calculated t-value to the critical t-value. The level of significance (p-value) is also typically reported.
4.4 Research Findings
This section summarizes the main findings of the study in relation to the research question and hypothesis. It clearly states whether the use of PWIM had a significant effect on students’ writing performance.
V. Conclusion and Suggestion
The final chapter summarizes the key findings, restates the conclusions drawn from the data analysis, and offers recommendations for future research and educational practice. The conclusion section summarizes the key findings, reiterates the conclusions based on the analysis, and suggests implications for teaching practice and further research. It directly addresses the research question and hypothesis and offers practical implications for language education.
5.1 Conclusion
This section summarizes the main findings of the study and restates the conclusions drawn from the data. It explicitly states whether the hypothesis was supported by the data analysis.
5.2 Suggestion
This section offers practical recommendations for teachers and suggestions for future research based on the findings of the study. It provides insights into how the results can be used to improve language teaching methods and guide future research directions.
