TEACHING WRITING BY COMBINING SENTENCE STEM AND PWIM (PICTURE WORD INDUCTIVE MODEL) STRATEGIES AT THE SECOND
GRADE OF SMK YPLP PGRI 1 MAKASSAR
Modesta Tobilolon Wokal, Iriany Kesuma Wijaya, Sri Yulianti Adriningtyas
ABSTRACT
This research aimed to determine whether or not the use of Combining Sentence Stem and PWIM Strategy improves the students’ writing SMK YPLP PGRI 1 Makassar. This research used a pre-experimental method.
The total of sample was 20 students by using a purposive sampling technique. In collecting data, the researcher used writing test which administered in pre-test and post-test. The result of the data showed that the mean score of students in pre-test was 54.95 and the mean score in post-test was 73,8. It means that the mean score of students post-test was higher than the mean score of students in pre-test. The t-test value was higher than the t- table (20.40>2.093). Based on the result of data analysis, the researcher concluded that sentence Stem and PWIM strategy improves the students’ writing ability at the second- grade studens of SMK YPLP PGRI 1 Makassar.
Keywords: Sentence Stem and PWIM, Writing ability
INTRODUCTION Background
Writing is one the most important skill to be taught. Beside that, it has high value in communication especially in formal writing. Colin English Dictionary-complete and unabridged (2003) defines, writing is group of letters or syimbols written or marked on a surface as a means of communicating ideas by making each symbols stand for an idea, concept or thing, by using each symbol to represent a set of sound grouped into syllable (syllabic writing), or by regarding each symbol as corresponding roughly or exactly to each of the sounds in the language (alphabetic writing), so writing skill means the abillity to write our idea.
In fact, there are many problems that make students uninterested. First, the students get difficulty to find an idea to be written. Second, the students cannot write good sentence in writing. The last, the students also find some difficulties to determine when the teachers ask the students to write their own ideas. The researcher also faced the same problems when taught practice program (PPL 2). The researcher Will try to use this strategy and hope it can develope students’ writing and can help students to solve the problems and make them enjoy in writing.
Based on the problem above, the researcher would like to conduct a research under the title : “Teaching Writing by combining sentence STEM and PWIM (picture word inductive model) strategies at the second-grade of SMK YPLP PGRI 1 Makassar.
Problem Statement
Based on the explanation about writing in the background, the researcher formulated the research problem as follows: Does extend combining sentence STEM and PWIM (picture word inductive model) strategies improves students’ writing ability at the second- grade of SMK YPLP PGRI 1 Makassar?
Objective of the Research
The objective of research was to find out whether combining sentence STEM and PWIM (picutre word inductive model) strategies improves students’ writing ability at the second-grade students of SMK YPLP PGRI 1 Makassar.
Significant of Research
This research is expected to give benefit to the teacher in helping them and to get overview in teaching writing and to help them finding appropriate strategy in teaching writing.`
Scope of The Research
The scope of this research restricted to the students’ writing ability especially descriptive text by combining sentence STEM and PWIM (picutre word inductive model) strategies at the second-grade students of SMK YPLP PGRI Makassar. The students’ writing measured in term of Content, Organisation, Vocabulary Language use and Mechanic.
REVIEW OF RELATED LITERATURE Previous Research Findings
The researcher reported the identification of using Teaching Writing by combining sentence STEM and PWIM (picture word inductive model) strategy in students’ writing skill.
Some research findings were briefly cited as follows:
Rahayunita (2008) in her research find out that the second year students’ pre-test score of SMP Negeri 2 Bontobahari was very poor in writing paragraph. But after giving treatment with using guided paragraph, their scores improved to fairly good.
Hironima (2011) in her research “Improving Writing Ability of the second year students of SMA Negeri 1 Adorama Timur through Procedure Text”. She found that she difficulties writing procedure text are caused by no appropriate grammar, vocabulary and organization because most of students do not understand about imperative sentence.
Procedure text always use imperative sentence.
Ngai (2017) found out that the use of Using Defends in teaching students’ writing at the second grade of SMA Dharma Yadi Makkasar. From the previous related research findings above, the researcher conclude that students need an interesting strategy to write an English text so the researcher want to try another strategy namely sentence STEM and PWIM strategy in students’ writing skill specially to wrote descriptive paragraph.
Sentence Stem and PWIM Strategy Definition of Sentence Stem Strategy
Furthermore, Silberman (2009) this strategy promts student to think about and express beliefs and opinion on important issues, experiences and emotions. Present sentence stem that gently push students to express themselves. Phrases you can include: I think…,I like…, I dislike… etc. it means that, sentence stem is a strategy that can guide students to fill sentence stems. In filling sentence stems that given by the teacher, it is based on students’ mind.
Moreover, Silberman (2009:113) states that procedure of sentence stem strategy include 3 type, they are: First, the teacher asks students to sit in a circle. Second, the teacher introduces sentence stem to students. Third, asks students to express their ideas that suitable with sentence stem. Forth, each students should complete sentence steam by themselves. In this case, the teacher gives more information about sentence stem to the students. After they have background knowledge about sentence stem, teacher asks students to develop their ideas that will be matched with sentence stem.
Procedure of Sentence Stem Strategy
There are some procedures of using sentence stem strategy. Schiraldi (2007:87) mentions that the procedure of sentence stem strategy include:
1) The teacher asks the students sitting in circle at the class.
2) The students complete the sentence stem with their first idea the comes from their mind.
3) The students should write their idea in a sentence stem and then complete the other sentence stem. It means that, before explaining the material, the teacher commando students to make circle from for their sitting.
4) The teachers asks students to complete the sentence based their mind.
5) Students must make the sentence based on their ideas.
PWIM ( Picture Word Inducitve Model) Strategy
According to Altieriof Picture Word Inductive Model was developed by Calhoun in 1999. PWIM strategy help student notice phonetic principles of word and expand their sigh word knowledge. Many young children have a rather wide rage of words in their speaking and listening vocabularies, and this strategy seeks to get those words into their writing and reading vocabularies. In other words, PWIM really help student in writing especially the student can write descriptive text.
Moreover, Altieri (2014:71) explains that PWIM or Picture Word Inductive Model motivates student most become successful learners. Learners succeed when using model the PWIM is based on inquiry into how children learn and how to enhance their learning, including their development of language, the process of learning to read and write, and reading and writing connection. It means that, the word or phrases the students use to identify the object, action or qualities in their minds based the picture.
It means that, the teacher gives a picture for student. The teacher guided the students to write a sentence, sentences or paragraph based on the picture. Besides that, the students can develop their idea that related to the topic.
Procedure of PWIM (Picture Word Inductive Model) Strategy
There are some procedures of using PWIM ( Picture Word Inductive Model) strategy.
Joyce (2002:23) says the procedure PWIM (Picture Word Inductive Model);
1) Select a picture.
2) Ask the student to identify what they see in the picture.
3) Label the picture the parts identified.
4) Read and review the picture word chart aloud.
5) Ask the student to read the word and to classify the word into a variety of group.
6) Read and review the picture word chat (say the word, spell it and say it again)
7) Add word, if desired, to the picture word chart and to the word banks.
8) Lead the student into creating a title for the picture word chart.
9) Ask the student to generate a sentence, sentences, or a paragraph about the picture word chart.
10) Read and review the sentences and paragraph.
The Procedure of Combining Sentence in Teaching Writing Stem and PWIM (Picture Word Inductive Model)
1. Have students sit in circle (sentence stem).
2. Select a picture (PWIM)
3. Ask the student to identify what they see in the picture (PWIM) 4. Ask the student to read the word (PWIM)
5. Read and review the picture word chat (say the word, spell it, say it again) (PWIM)
6. The teacher introduces sentence stem to the student. (Sentence Stem)
7. Give student phrase to express themselves that related with the word like : I think…, I am like…,etc (Sentence Steam)
8. Lead student into creating a title for the picture word chart (PWIM) 9. Going around the circle, ask the student into complete the sentences by
themselves (PWIM)
10. Ask student to generate a sentence, sentences, or a paragraph about the picture word (PWIM)
11. Read and review the sentences and paragraph. (PWIM) RESEARCH METHOD
Research Method and Design.
The method applied in this research was pre-experimental method. This method consisted of three steps namely pre-test, treatment and post-test. The research design is represented as follows:
01→ 𝑋 →02 Pre-test Treatment Post-test Where 01 : Pre-test
X : Treatment
02 : Post-test
(Gay, 2006) Research Variable.
The researcher appliedtwo variables namely independent variable and dependent variable which independent variable the researcher applied the sentence stem and PWIM strategies.
Population and Sample 1. Population
The population of this research was the second grade students of SMK YPLP PGTI 1 Makassar that consists of two classes, they were AK (Accounting) class consisted of 22 students and AP (Office) classconsisted of 20 students. So, the total number of population was 42 students.
2. Sample
In this research, the researcher applied a purposive sampling technique.AP (Office) class was chosen as the sample and the number of students was20 students. The researcher chose this class because the ability of the students in writing was average.
Instrument of the research
The instrument used in collecting the data was writing test, which administered in pre- test and post-test. The pre-test was used to measure the basic ability of students in writing, and the post-test was used to measure the ability of the students after treated with the treatment.
The Procedure of Collecting Data
In collecting the data, the researcher performes the followed procedures:
1. Pre-test
Before giving treatment, the researcher gave the students pre-test. It was to know the students’ knowledge in writing skill.
2. Treatment
The students were given the treatment by using sentence stem and PWIM strategy. The treatment was given in four meetings after Pre-test was conducted.
The general procedures as follows:
a. The researcher explained about sentence stem and PWIM strategies.
b. The researcher gave the material to the students about the good elements in writing, the character of description text.
c. The researcher explained the students how to practice the description text by applying sentence stem and PWIM strategies with various topic.
3. Post-test
After giving treatment, the students were given pos-test. It aimed to know the value of treatment whether or not the result of the post–test better than the result of pre-test.
Technique of Data Analysis
1. To analyze the data, the researcherusedscale 1-100 in scoring the components of composition. The lower score was 1 and the highest score was 100. The score was found by calculating the five components by using following formula:
X1+X2+X3+X4+X5 =X
X12345 =The sum of all components of score X =The total score
2. Classified the students’ score from Pre-test and Post-test. The data that is obtained then classified by referring to the scoring system based on the guided provided by ESL Composition profile which propose by Jacobs, as follows:
Level A : Score 100-88 is classified as very good writing ability Level B : Score 87-75 is classified as good writing ability Level C : Score 74-64 is classified as average writing ability Level D : Score 63-45 is classified as poor writing ability Level E : Score 44-34 is classified as very poor writing ability
3. Calculated the mean score of each total score of the group, the following formula used:
x = ∑ "#
Where : x = Means score ∑ 𝑥 = The total score
N = The total number of students
4. Calculated the value of t-test to indicate the significance between the Post-test and Pre-test, the researcher used the formula as follow:
t = $
%∑ "#$(∑ ")#
' '('$()
Where : t = Test of significance
D = The mean score
∑ 𝐷 = The sum of total score of significance
∑ 𝐷& = The square of the sum for difference
N = The total numbe Findings
The result of this research deals with the description of students’ writing ability based on the five component of writing, they are content, organization, vocabulary, language use, mechanics and rate percentage of students, pre-test and post-test scores, the mean scores, t- test value, and hypothesis testing.
The classification score in five components and percentagee in pre-test Classification Con. Org. L. use Voc. Mech.
F % f % f % f % f %
Very good - 0% - 0% - 0% - 0% 4 20%
Good - 0% 7 35% 2 10% - 0% 6 30%
Fairly 5 25% 12 60% 6 30% 13 65% 10 50%
Poor 15 75% 1 5% 10 50% 7 35% - 0%
Very poor - 0% - 0% 2 10% 0 0% - 0%
the researcher concluded that in five components of students’ pre-test. In content there were 15 students (75%) gainedpoor level, organization there were 12 students (60%) got fairly score, vocabulary there were 10 students (50%) obtained poor category, language use there were 13 (65%) attained fairly classification and mechanic there were 10 students (50%) reached fairly level. From the data shown that almost students got fairly score in five components. It means that the stdents writing was low
The classification score in five components and percentage in Post-test Classification Con. Org. L. use Voc. Mech.
f % f % f % f % f %
Very good 10 50% 14 70% 7 35% 1 5% 8 40%
Good 8 40% 6 30% 13 65% 11 55% 10 50%
Fairly 2 10% - 0% - 0% 3 15% 2 10%
Poor - 0% - 5% - 0% 5 25% - 0%
Very poor - 0% - 0% - 0 - 0% - 0%
the researcher concluded in five components of students’ post-test. In content there were 10 students (50%) got very good score, organization there were 14 students (70%) obtained very good level, vocabulary there were 13 students (65%) attained good category, language use there were 11 students (55%) gained good classification, and mechanic there were 10 students (50%) achieved good level. From the data shown that almost of the students reached good category in five components.
The students’ mean score of students’ pre-test and post-test.
The calculation of the mean score of the students ‘result in pre-test and post-test and the mean score of the gain are presented as in the following table:
Calculating the mean score of the students in Pre-test and post-test
Test Total score Mean score
Pre-test (x1) 1099 54,95
Post-test (x2) 1476 73,8
Based on the table above it shown that the mean score of students’ pre-test were 54,95 while the mean score of student’ post-test were 73,8 Referring to the table shown it can be inffered that the mean score of students’ pre-test was lower than post-test.
The value of t-test and t-table
Variable t-test t-table
(X2-X1) 20,40 2.093
Based on the table above explains the t-tabel was 2.093 and t-test was 20,40 It could be concluded that t-table was smaller than t-test value of students’ writing ability achievement.
Referring to the data shown, it also could be inferred that there was significance difference between the result of the students’ score in pre-test and post-test.
Discussion
The discussion deals with the interpretation of finding derived from data analysis. The description of data collected through pre-test and post-test indicated the students’ description text writing ability was improve through combining Sentence Stem and PWIM writing. It was suported by the following descriptions:
1. The students’ writing ability in pre-test.
The students’ prior ability in description text writing was represented in pre- test. The students’ score were classified as “very poor” and “good” with the minimum score was 45 than the maximum score was 63. It could be concluded that the students’ description text writing ability was still low because almost a half prencet students in minimum category.
2. Treatment
After seeing the students’ writing ability in pre-test, the researcher did treaments in four meetings by using combining Sentence Stem and PWIM strategy in improving students’ description text writing ability as the following procedures:
a. The researcher introduced the paragraph text description and its characteristics to the students.
b. The researcher introduced the concept of using combining Sentence Stem and PWIM strategy and procedures to apply in classroom.
c. The researcher explained the students how to write a paragraph description text through combining Sentence Stem and PWIM strategy.
d. The researcher let students to write paragraph description text by using combining Sentence Stem and PWIM strategy.
e. The researcher collected the students’ assigment.
In treatment, the researcher gave to topic in every meeting to the students. In the first meeting the researcher gave a topic about “Losari Beach”, the second meeting was “My Computer”, the third mmeeting was “My Favorite Teacher” and the last meeting in treatment was about “Joko Widodo”.
3. The students’ writing ability in post-test.
After implementing combining Sentence Stem and PWIM strategy, the resesrcher gave a post-test. As the result, the students’ writing description text was improved. The minimum score was 60 than maximum score was 88. It could be summed up that the sttudents’ description text writing ability was improved by seeing the sudents’ score eventhough in post-test there were students as “very poor” classificatioon, but in this post- test, the maximum score was classified as “very good”.
4. The observation of students’ description text writing ability by five components.
a. The content mean score of students’ writing on pre-test were 12,35 and mean content mean score students’ writing post-test were 18,7.
It means that the content mean score of students’ writing post-test was higher than the content mean score of students’ pre-test. It shows that in the content there was enhancement after treatment.
b. The organization mean score of students’ writing on pre-test were 12,4 and organization mean score of students’ writing on post-test were 18,4. It means that the students organization mean score of students’ writing on post-test was higher than students’
organization mean score on pre-test. It shows that in the organization there was enhancement after treatment.
c. The vocabulary mean score of students’ writing on pre-test were 13,05 and vocabulary mean score of students’ writing on post-test were 17,75. It means that the students’ vocabulary mean score of students’ writing on post-test was higher than students’ vocabulary mean score on pre-test. It shows that in the vocabulary there was enhancement after treatment.
d. The language use mean score of students’ writing on pre-test were 13,05 and language use mean score of students’ writing on post- test were 17,75. It means that the students language use mean score of students’ writing on post-test was higher than students’
language use mean score on pre-test. It shows that in the language use there was enhancement after treatment.
e. The mechanic mean score of students’ writing on pre-test were 2,2and mechanic mean score of students’ writing on post-test were 3,5. It means that the students’ mechanic mean score of students’
writing on post-test was higher than students’ mechanic mean score on pre-test. It shows that in the mechanic there was enhancement after treatment.
The treatmennt used by the researcher in this research was the teaching description text by using combining Sentence Stem and PWIM strategy. The result in creased after being given the treatment. It was showed by the students mean score in pre-test (before treatment) was none to get very poor, but in post-test (after treatment) students could get very good.
The improvement of the students’ writing skill was also proved by the value of the test. That was greater than the value of the table (20,40>2.093).
The criteria used to roject or to accept the hypothesis said that the null hypothesis was rejected when the value of the T-test was greater than the value of the T-table; automatically the alternative hyypothesis was accepted. It means score of the pre-test and the post-test was
Finally, it is crealy enough that the mean score and T-test analysis drew some result or conclusion, that is here was a significant difference between the result of pre-test and post- test. In other words, using combining Sentence Stem and PWIM strategy, as a media in teaching and learning writing was effective to improve the students writing ability.
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections. The first section is conclusion which is based on the research findings. The second section is suggestion based on the conclusion.
Conclusion
After doing the research and analyzing data, the researcher gives some conclusion as follow:
Before applaying the implementation of combining Sentence Stem and PWIM strategy at the second grade of SMK YPLP PGRI 1 Makassar was caregorized as low ability by seeing their scores in pre-test which most of them allocated as very poor category but only a little frequency which was in good category, and no one was as very good category.
After conducting combining Sentence Stem and PWIM strategy in classroom, the students’ writing descriptive text improved. It means combining Sentence Stem and PWIM strategy give a significant effect to the second grade of SMK YPLP PGRI 1 Makassar in learning English especially in writing. It can be visible from their description text where in there was significance difference of the students’ writing descripton text before and after using combining Sentence Stem and PWIM strategy.
Suggestion
Considering the conclusions above, the researcher intends some suggestions as follow:
1. For the teacher:
a. It suggested that the taecher of English can applay combining Sentence Stem and PWIM strategy as an alternative way of teaching writing ability.
b. The English teacher should pay attention to students who have not participated well during learning activity and always encourages them to take part in learning.
2. For the students: the students of the second grade students of SMK YPLP PGRI 1 Makassar should practice more in writing. They also should learn more about grammar and increase their vocabulary to help them in constructing a paragraph.
3. Lastly for the other researcher: the researcher also suggest to the next researcher to apply this strategy in their research in different skills or language component.
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