THE EFFECT OF USING PICTURE WORD INDUCTIVE MODEL (PWIM) ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.

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THE EFFECT OF USING PICTURE WORD INDUCTIVE

MODEL (PWIM) ON STUDENTS’

ACHIEVEMENT

IN WRITING NARRATIVE TEXT

A THESIS

Submitted to English Department, Faculty of Languages and Arts State University of Medan, in Partial Fulfillment of the Requirement for the

Degree of Sarjana Pendidikan

By:

NANGIN SARINTA BANGUN

Registration Number: 2101321004

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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DECLARATION

I have familiarized myself with the University’s Policy on Academic integrity. Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words, and has not been previously been submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, March 2015

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ABSTRACT

Bangun, Nangin Sarinta. NIM: 2101321004. The Effect of Using Picture Word Inductive Model (PWIM) on Students’ Achievement in Writing Narrative Text. A Thesis. Faculty of Languages and Arts (FBS). Unimed (State University of Medan). 2015.

This study aims to discover the effect of Using Picture Word Inductive Model (PWIM) on Grade 11 Student’s Achievement in writing Narrative text. It was conducted by using experimental research design. The population was the 120 grade XI students of SMA Negeri 1 Silangkitang. The sample of the research was two classes divided into two groups, experimental and control group which were chosen by using random sampling technique. The Grade XI IPA 1 as Experimental Group was taught by using Picture Word Inductive Model (PWIM) and grade XI IPA 2 as control group was taught by using Conventional method. The instrument used to collect the data was by writing test of a narrative text. Based on the result of the data analysis, it was found that Picture Word Inductive Model (PWIM) affect the student’s achievement in writing narrative text (t-calculated > t-table, p=0.05). The using of Picture Word Inductive Model made the students write narrative text correctly than by using Conventional Method . The calculation of t-test is 3.66 > 1.667 with df 70 and the level of significance 0.05. It means that the using Picture Word Inductive Model (PWIM) has an effect on writing narrative text.

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ACKNOWLEDGEMENT

First and foremost, the writer would like to express thanks to Allah SWT for the blessing, health, protection, knowledge and opportunity that at last she is able to complete this thesis entitled “The Effect of Using Picture Word Inductive Model (PWIM) on Students’ Achievement in Writing Narrative Text” as one of requirements for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.

This thesis could have not been accomplished without the guidance, helping, suggestion, advice, motivation and encouragement from people, for which the writer would like to express her extremely grateful which directed to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of

Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature

Department.

 Dra. Meisuri, M.A., the Secretary of English and Literature Department.

 Dra. Masitowarni, M.Ed., the Head of English Education Study Program.

 Dr. Rahmah, M.Hum., the Head of English Literature Study Program.

 Dr. Siti Aisah Ginting, M.Pd., her Thesis Consultant.

 Drs. Willem Saragih, Dipl.Appl., M.Pd., her Academic Consultant and

his Reviewer.

 Prof. Dr. Lince Sihombing, M.Pd. and Dra. Tjut Ernidawati, M.Pd. as

her Reviewers.

 All Lecturers of English Education and Literature Department.

 Mam Eis, the academic staff and administrative staff.

 Drs. Ahmad Dahruddin Sir, M.Pd., the Headmaster of SMA Negeri 1

Silangkitang.

 Pandian, S.Pd. and Tumin, S.Pd. as the English teachers of SMA Negeri

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 Tetap Bangun and Ponisah as her beloved parents, Jemy Muliana Bangun and Safna Rikawati Bangun as her beloved sisters, Johan

Baiskandar Bangun and Muhammad Raja Malem Krisnanda Bangun

as her beloved brothers, and all members of ZUlkarnaen Sitepu, BA’s

big family.

 Detya Setyo Rini, S.S., Rizki Dermawan, S.Pd., Andriani Singgih Rahayu, Cevy Evi Efrilitasari, Putri Hasanah, S.Pd., Bura Khaira,

S.Pd., and Dany Pranata Ginting as her beloved friends, and all

members of Regular A 2010.

 Muhammad Akhyar Rasyidi, M. Rizki Ridha, and all members of PPWS Community.

 All students of SMA Negeri 1 Silangkitang.

 All students of SMA Negeri 4 Kisaran and all members of PPLT SMAN 4 Kisaran 2013.

 Deci, Eca, and Afri as her housemate partners.

 The last but not the least, Trapulinta Sitepu, Am.Keb., Sri Karina

Sitepu, Amd., and Edy Mahagaisa Sitepu as her best friends ever.

Finally the writer realizes that this thesis is far from being perfect. Therefore, the writer will happily accept constructive criticism in order to make it better. The writer hopes that this thesis would be beneficial to everyone.

Medan, March 2015

The Writer,

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LIST OF TABLES

...

Page Table 3.1. Research Design ... 22

Table 3.2. Teaching procedure for experimental group ... 25

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LIST OF APPENDICES

Page

APPENDIX A: Lesson Plan ... 42

APPENDIX B: The Calculation of the Data in Experimental Class ... 59

APPENDIX C: The Calculation of the Data in Control Class ... 60

APPENDIX D: The Calculation of the T-test ... 61

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CHAPTER I

INTRODUCTION

A.The Background of the Study

English is a tool of communication in the world. By using English people

can share information to each other. We use the same language to communicate

with people who have different nationality, language and culture. The reason is

because English as an international language is very important to be mastered in

facing a globalization era.

Realizing the importance of English, our government has determined that

English must be taught in school. Based on the curriculum, the language learners

should master four language skills; reading, writing, listening, and speaking, to be

able to communicate well using English.

Listening and reading are included into receptive skills; meanwhile

speaking and writing are included into productive skills. Writing is one of the

ways to communicate indirectly. Writing is a skill exposing facts and idea which

is interpreted clearly, effectively, and well-organized. Writing integrates many

aspects of language such as: vocabulary mastery, words-arrangement, grammar

proficiency, and constructing paragraph.

Writing is the expression of language in the form of letters, symbols and

words. Through writing someone can share their knowledge, conveying ideas,

feeling, and intention, to other people. As Nunan (1999) states that writing is the

most difficult skill among the four language skills. Harmer (2004: 86) states

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constraints of genres, then these elements have to be present in learning activities.

By writing the students will be able to share their thoughts, feelings, ideas, and

expression. This ability is useful for students for future. The purpose of education

is to teach the students to think and to write well. Therefore, they can express their

thoughts effectively. The goal of writing is expressing ideas and thoughts in the

written form for the communication. Writing cannot be mastered easily by

students because it is a complex subject involving generating and organizing

ideas. While writing, the writer needs to organize some ideas and produce those

ideas into a written text.

Nursaniyah (2010) states that written product is influenced by some

elements such as vocabularies, grammar, organization,spelling, and punctuation.

In the second year of senior high school, the basic competency that should be

achieved in the writing English subject is that students have abilities in developing

and producing written simple functional text in the form of recount, narrative and

descriptive.

Contrary to what is expected by the curriculum, there are still many

students who have not mastered in writing narrative text. To improve the student’s writing, the teacher should use the methods or model, approaches, techniques and

strategies during teaching and learning process. Based on the research that the

reseacher has made in teaching English, actually the reseacher can use the same

ways in all time, but the reseacher thinks that there is a must to change the way of

teaching so that the students do not get bored and difficulties in teaching and

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Narrative is concerned with using Strategy, Cooperative learning, this

method refers to a method of teaching and classroom management that

emphasizes group work and strong sense of community. This model fosters the

students’ academic and social growt and includes teaching techniques such as “Think-Pair-Share” and reciprocal teaching. Cooperative learning falls under the student-centered approach because learners are placed in responcibility of their

learning and development. This method focuses on the belief that students learn

best when working with and learning from their peers. Calhoun (1999 :21) states

that Picture Word Inductive Model is guide the students to develop their

imagination and idea to make a sentence or paragraph. So, the reseacher believes

that this model helps learners bridge a transition between old and new knowledge

by first identifying what they see in a picture, which activities existing schema

(old knowledge) and then by adding the words to the picture word chart and to

word banks. The solution of this problem has been researched in previous

researches. In a study which was conducted by Zuraida (2012), there is an

improvement in students’ writing descriptive text by using PWIM.

On the other hand Picture Word Inductive Model (PWIM) is model of

study that uses the pictures and words to stimulate students’ thinking inductively,

from the specific thinking (see the pictures and words) to general thinking (make

the words and pictures that available becomes sentences and paragraph). By

applying Picture Word Inductive Model, students can enrich their vocabularies

while they identify the picture. Experience the students to participate in the correct

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conducting Picture Word Inductive Model, the role of the teacher is very

important in helping their students. Students can discuss each other as well as the

teacher. Picture Word Inductive Model provides an interesting, active and

cooperative teaching learning process.

According to the researcher’s observation in SMA N 1 SILANGKITANG, around 70% students of 11th grade students have score below

the KKM (Kriteria Ketuntasan Minimal) or minimum score in their mid-test

which was related to narrative text test. A narrative text is an imaginative story to

intertain people. Based on English dictionary narrative text is a spoken or written

account of connected events, a story. The researcher found that the students got

some difficulties in transferring their ideas in writing the text because of lack of

information about the topic.

The material should be interesting, so that the students will be motivated

to learn. The reseacher expects that using Picture Word Inductive Model (PWIM)

can improve the students ability in writing narrative text. By using PWIM, the

students will be more free to explore their vocabularies based on what they see on

the picture. That is why, this model is suitable for teaching writing (in any

classes), reading and vocabulary (for EYL students).

This research is focused in how PWIM effect the students’ achievement in writing narrative text. This sterategy is expected to give positive effects on the

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B. The Problems of the Study

This study aims to answer a question which is related to the topic :

Is there any significant effect of using Picture Word Inductive Model

(PWIM) on students’ achievement in writing Narrative text?

C. The Scope of the Study

There are twelve genres in writing, namely Report, Procedure, Narrative,

Recount, Descriptive, Expository, Argumentative, Persuasives, Explanation,

News item, Anecdote and review. This research is limited to writing Narrative

text only.

D. The Objectives of the Study

The objective of the study is to find out the significant effect of using

Picture Word Inductive Model (PWIM) on students’ achievement in writing

Narrative text.

E. The Significances of the Study

This research is expected to give contribution for:

Theoretically, this study hopefully, can be used as a reference for readers

who want to study about writing Narrative text. Practically, it can help the reader

for further understanding about writing Narrative text, and teaching it using

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

The result of calculation of t-test showed that t-observed was 3.66 with

the degree of freedom (df) 70 at the level of significance (0.05). the t observed

was higher than t-table 1.667 (α= 0.05) which implies that the hypothesis is

accepted.

It can be concluded that using Picture Word Inductive Model (PWIM)

affects the student’s achievement in writing narrative text.

B. Suggestions

The writer point out some suggestion as the following:

1. It is suggested to the English teacher to apply Picture Word Inductive

Model (PWIM) because this sterategy helps the students in understanding

the narrative much better.

2. It is suggested to the students to use Picture Word Inductive Model in their

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REFERENCES

Brown, H. Douglas 2002. Principles of Lamguage Learning and teaching, fourth edition, New York: University of Phoenix.

Calhoun, Emily F.1999. Teaching Beginning Reading and Writing by using Picture Woed Inductive Model. Virginia USA: ASCD

Dietsch,B.M.2003.Reasoning And Writing Well: A Rhetoric, Research Guide Reader, and Handbook, New York: The McGraw Hill.

Hornby, A.S.1995. Oxford Advanced Learners Dictionary of Current English, Oxford: Oxford University Press.

Jennice, M Laver. Et. Al. 1991. Four Worlds of Writing. London Press

Kartika, Sundari.2012. Improving Students’ Achievement in Writing Descriptive Text through The Picture Word Inductive Model (PWIM). Medan: UNIMED.

Knapp, P and Megan Watkins. 2005. Genre. Text Grammar. Text, Grammar. Sydney: University of Sydney.

Langan, John.2005. College Writing Skill. Sixth Edition. New York: Mc Graw.

Littell. 1989. Basic Skills in English Glenview. New Jersey. Mc Dougal.

Oshima, Alice and Hogue, Ann.1991. Academic Writing. London: Addison Wesley.

Procter, Paul. 1978. Longman Dictionary of Contemporary English London: Longman Group.

Richard and Rodger. 2001. Approaches and Methods in Language Teaching Second edition. Cambrige: University Press.

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APPENDIX A

The Lesson Plan

School : SMA Negeri 1Silangkitang

Subject : English

Class : XI

Material : Narrative text

Meeting : 1

A. Core Competence

1. Inspiring and applying the religion study they believe.

2. Inspiring and applying behavior of honesty, discipline, responsibility, care, cooperation, tolerance, peace), politeness, responsiveness and pro-activeness, and showing attitude as a part of solutions of any problems in interacting effectively with social and natural environment and also in putting themselves as nation’s reflection in world association.

3. Comprehending, applying, analyzing the factual, conceptual, procedural, and meta-cognitive knowledge based on their curiosity about science, technology, art, culture, and humanity with insight of humanity, nationality, and civilization due to the cause of phenomena and events, and also applying procedural knowledge in specific study area based on their talent and interest to solve problems.

4. Processing, reasoning, and providing in concrete and abstract domain due to the development of what they learn at school independently, acting effectively and creatively, and be able to use methods based on educational rules.

B. Basic Competence

1.1 Be grateful of opportunity to study English as International language which is shown in enthusiasm of learning.

2.3 Appreciating behavior of responsibility, care, cooperation, peace-loving, in operating functional communication.

3.5 Analyzing social function, text structure, and grammatical pattern of narrative text in the form of short story, based on its context of using.

4.10 Making Narrative text, by paying attention on correct and context-based social function, text structure, and grammatical pattern.

C. Goal of study

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D. Indicators

Seriously:

a. Identifying the generic structure of the narraitve text b. Identifying the grammatical features of the narraitve text c. Write the narrative text about Snow White

E. Material

Comunicative Purpose

Its function to amuse, entertain people, and to deal with actual or vicarious experience in different ways.

Rhetorical Structure

Rhethorical structure or generic structure is known by text elements which means how steps of a text should be write. Text elements in narrative text are:

- Title - Orientation - Complication - Resolution - Coda

Language Features

Language features is similar to grammatical patterns. Its contain of grammatical rules used in a written text. . A narrative text is specified by the following criteria of grammatical pattern:

- Focus on generic participants,

- Use of relational processes and conjungtion

- Elements of sentence using subject, predicate, object and adverb (simple sentence, past tense, compound sentence and complex sentence)

F. Example of Narrative Text

THE SHEPHERD’S BOY

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It was rather lonely for him all day, so he thought up a plan by which he could get a little company and some excitements. He rushed down toward the village calling out, Wolf! Wolf! . Afterward the villagers came out to meet him and some of them stayed with him for a considerable time.

This pleased the boy so much that a few days afterward he tried the same trick and the villagers came again to help.

But shortly after, a wolf actually did come out to worry the sheep. The boy cried out, Wolf! Wolf! so much louder than before. But this time the villagers, who had been fooled twice before, thought the boy was again deceiving them.

Consequently, nobody came to help him.

So the wolf made a good meal of the boy’s flock and when the boy complained, the wise man of the village said: A liar will not be believed, even when he speaks the truth.

c. Some picture of Narrative

H. Media of learning

- Pictures - Blackboard - Pappers

I. The activities of learning

Teacher Students

Opening

- Teacher will greet and motivate the students.

- Teacher will check the attendance list

-Students will respond to the teacher.

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Main Activity

Observing

- Teacher will give some text of narrative text.

Questioning

- Teacher will give the students opportunity to ask some pictures, spelling and pronouncing the words identified, labelling the words identified, writing all the word bank, giving the example of the title, sentences, and a whole narrative writing to the students, asking the students to make their writings, guiding the students to do all the steps of the class, and giving comments and suggestion to the student’s writings.

Associating

- Teacher will ask students to analyze the text.

- Teacher will give feedback.

-Students will read the texts. -Students will observe the social

function, rhetorical structure and grammatical features of the text. -Students try to find the main idea and

other information from the texts.

-Students will question about any information of the texts such as social function, rhetorical structure and grammatical features of the text.

-Students make a group which consist of 5 members. Work in their team and follow the instruction from the

teacher. Students get comments and suggestions from teacher and their friends, everyone will be able to give opinion to improve the writing result of each group.

-Students will analyze the text related to social function, rhetorical structure and grammatical features.

-In groups, students share about narrative text, and present their works in front of the class.

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Communicating

- Teacher will ask the students to present their works.

-In groups, students share about Narrative text, and present their works in front of the class.

Closing

- Teacher will conclude the material.

- Teacher will greet the students.

-With the teacher, students will conclude the material.

-Students will respond and greet the teacher.

J. Assessment

a. Assessment of Social attitude

a. technique : peer assessment b. instrument : questionnaire

No. Attitude score

Scoring Aspects Indicators Score Max. Score

Organization

Elements of sentence 15

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The Lesson Plan

School : SMA Negeri 1 Silangkitang

Class : XI

Meeting : 2

B. Basic Competence

3.5 Analyzing social function, text structure, and grammatical pattern of narrative text in the form of short story, based on its context of using.

4.10 Making narrative text, by paying attention on correct and context-based social function, text structure, and grammatical pattern.

Students seriously, politely, and expertly write narrative text by using correct and accepted grammar in daily live.

D. Indicators

Seriously:

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c. Write the narrative text about places

E. Material

Language Features

Example of Narrative Text

There was once a young shepherd boy who tended his sheep at the foot of a mountain near a dark forest.

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of them stayed with him for a considerable time.

b. Some pictures of Narrative

c. Pasti Bisa! Teaching Genre-Based Writing

Main Activity

Observing

- Teacher will give some text of narrative text.

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- Teacher will review about narrative text.

Questioning

- Teacher will give the students opportunity to ask some questions and then explain them.

Experiment

- Teacher will distribute picture of the story to student groups.

Associating

- Teacher will ask students to analyze the text.

- Teacher will give feedback.

Communicating

- Teacher will ask the students to present their works..

-Students try to find the main idea and other information from the texts.

-In groups, students will find important information from the picture.

-With that information, students will make a narrative text by paying attention on the social function, rhetorical structure and grammatical features of the text.

Closing

Teacher will greet the students

- Together with the teacher make a conclusion

J. Assessment

Assessment of Social attitude

a. technique : peer assessment

b. instrument : questionnaire

No. Attitude Score

1. Curiosity 1-2

2. Confidence 3-4

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Assessment knowledge

c.Technique : written text d. Instrument : rubric

Organization

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Instrument : Student presents the result of their narrative text in front of the class

No. Aspect of assessment Score

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2. Seriousness

3 = serious 2 = Less Serious 1 = not serious

3. Pronunciation

3 = Almost perfect 2 = There is mistake

1 = Too many mistakes so it is difficult to understand

4. Fluency

3 = Fluent 2 = Less fluent 1 = Not fluent

Attachment 1.

Assessment of social attitude

Assess every people in your group

Give grade from 0 up to 10, where 0 is the worst and 10 is the best

Sum the results of your assessment to obtain the value of each member in your group!

No. Name No.

Presentation

Aspect of assessment

1 2 3 4 5 6 Total

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The Lesson Plan

School : SMA Negeri 1 Silangkitang

Class : XI

Meeting : 3

B. Basic Competence

3.5 Analyzing social function, text structure, and grammatical pattern of Narrative text in the form of short story, based on its context of using.

4.10 Making narrative text, by paying attention on correct and context-based social function, text structure, and grammatical pattern.

Students seriously, politely, and expertly write descriptive text by using correct and accepted grammar in daily live.

D. Indicators

Seriously:

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g. Write the narrative text about places

E. Material

Language Features

Example of Narrative Text

There was once a young shepherd boy who tended his sheep at the foot of a mountain near a dark forest.

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Adapted from AESOP’S Fables

F. Method of learning

Picture Word Inductive Model

G. Source of Learning

a. Teacher as a model

b. Some Pictures of narrative

c. Pasti Bisa! Teaching Genre-Based Writing

Opening

- Teacher will greet and motivate the students.

- Teacher will check the attendance list.

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Main Activity

Observing

- Teacher will give some text of narrative text.

Questioning

- Teacher will give the students opportunity to ask some questions and then explain them.

Experiment

- Teacher will distribute pictures about ‘snow white’ to student groups.

Associating

- Teacher will ask students to analyze the text.

- Teacher will give feedback.

Communicating

- Teacher will ask the students to present their works.

-Students will read the texts. -Students try to find the main idea

and other information from the texts.

-In groups, students will find important information about the topic.

-With that information, students will make a narrative text by paying attention on the social function, rhetorical structure and grammatical features of the text.

-In groups, students share about narrative text, and present their works in front of the class.

Closing

Teacher will greet the students.

-With the teacher, students will conclude the material.

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J. Assessment

Assessment of Social attitude

a. technique : peer assessment b. instrument : questionnaire

No. Attitude Score

Organization

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Instrument : Student presents the result of their narrative text in front of the class

No. Aspect of assessment Score

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Total Average

5. Confidence 5. Intonation

3 = Confidence 3 = Almost perfect

2 = Less Confident 2 = There is a mistake

1 = Not Confident 1 = Too many mistake

6. Seriousness

3 = serious 2 = Less Serious 1 = not serious

7. Pronunciation

3 = Almost perfect 2 = There is mistake

1 = Too many mistakes so it is difficult to understand

8. Fluency

3 = Fluent 2 = Less fluent 1 = Not fluent

Attachment 1.

Assessment of social attitude

Assess every people in your group

Give grade from 0 up to 10, where 0 is the worst and 10 is the best

Sum the results of your assessment to obtain the value of each member in your group!

No. Name No.

Presentation

Aspect of assessment 1 2 3 4 5 6 Total 1.

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APPENDIX B

The Calculation of the Data in Experimental Class

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APPENDIX C

The Calculation of the Data in Control Class

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APPENDIX D

The calculation of the t-test

Mx=

∑

�

=

226

36

= 6.27

My =

∑

�

=

94

36

= 2.61

dx2 = 737.94

dy2 = 635.15

Nx = 36

Ny =36

�� = Mx−My

_{Ny + Ny}dx2 + dy2₋₂ _Nx1 +_Ny1

�� = 6.27−2.61

737.94 + 635,15_{36 + 36}₋₂ ₃₆1 +₃₆1

�� = 3.66

1373.09₇₀ ₃₆2

�� = 3.66

2746.18₂₅₂₀

�� = 3.66

1.08

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This table was calculated by APL programs written by William Knight. The format of the table is adapted from a table constructed by Drake Bradley, Department of Psychology, Bates College, Lewiston-Ashburn, Maine, U.S.A. (source: http://www.math.unb.ca/~knight/utility/t-table.htm)

APPENDIX E

PERCENTAGE POINTS OF THE T DISTRIBUTION

THE EFFECT OF USING PICTURE WORD INDUCTIVE MODEL (PWIM) ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.