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
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
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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.
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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
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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,
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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
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
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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
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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
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LIST OF PICTURES
viii
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
1
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).
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The data can be seen as follows:
Table 1.1 Students score in writing narrative test
Class Score Students 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.
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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
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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
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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 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. It means that the alternative
hypothesis is accepted.
B. Suggestion
44
45
REFERENCES
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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 frendi.yudistira@yahoo.com
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
