CHAPTER 1

INTRODUCTION

In this chapter, the researcher would like to present some points that will be explained, as

follows: background of study, identification of the problem, limitation of the study, statement of the

problem, objective of the study, significance of the study

A. Background of the Study

English language has been commonly accepted as an active universal language in the world.

People who study English language consider it as their personal proficiency. Therefore, nowadays many

people, particularly students, ought to master English language. Mastering English language is an

important value for the students to have. By mastering the language the students can improve themselves

both in academic and life skill. Once the students can comprehend it, he or she can be well-accepted by

the society.

The language widely used as a means of communication in the world is English. It is an

international language in the world. So, it is important for people to learn it. Particularly in Indonesia,

English is one of foreign languages. It is the most famous foreign language which is taught from

elementary school up to university school level. By learning English, the students are expected to absorb

and keep up with the development of science, technology and art.

The teaching of English is focused on the ability of learners to be capable of mastering the four

language skills, namely: listening speaking, reading, and writing (Depdiknas, 2003: 6). The learners

should have abilities in reading and listening to support their speaking and writing.

The students have to learn all of the skills above because the government had been arranged the

curriculum of English lesson. But, not all of them are capable of those skills. One of those skills above is
writing skills. According to Arumi (2015: 1), writing as one of language skill considered very difficult. It

is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language

use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for

foreign language learners; they should also transfer ideas from their native language into the target

language (foreign language).

In fact, Indonesian students have many difficulties in learning English. Actually, in writing skill

they have difficulties to practice because to write a good text, students have to follow the rules of the

target language. The students have to learn the grammar, mastering the vocabulary, elaborate their ideas

to achieve writing form, and arrange the paragraphs. They are difficult to change their ideas to become

the text that easy to read.

Students need to be able to write the descriptive text clearly. They

should choose the correct word in every sentence to make their description

more real. (Kane, 2000:7) “Description deals with perception –most

commonly visual perception. Its central problem is to arrange what we see

into a significant pattern”. However many students still confused to

determine the appropriate words to write. They have lack of vocabulary.

They also didn’t understand to put the good organization of descriptive

text.

Picture word inductive model (PWIM) is an appropriate strategy in

gaining the students interest in acquiring English as the second language in

their early ages. It is because in their early ages most of them are very

familiar with pictures in all sorts of theme. (Adam, Johnson, and

Connors,1999:29) in Calhoun say, “the concept of using pictures as a

stimulus for language experience activities in the classroom was developed

specifically for teaching young students to read and write well.” Basically

PWIM is a strategy which uses the advantage of picture as the learning

media in teaching and learning process. PWIM consists of pictures which

are familiar to the students. It is to make the students able to identify it easily.

The generic structure of descriptive text :

Based on the writer’s experience in Teaching Practice Program (PPL) in First Grade Senior High

School, he found the problem in students’ writing. This case could be caused by minority learning of

writing skills in Junior High. Many students failed the achievement of writing skill. The writer did the

interview the students in the class room. The writer concluded some reasons why students cannot write

English well. Many students cannot organize their ideas. They just think without organizing, some

students just waiting from the teacher’s suggestion. Then, the problem was the lack of vocabulary. And

the last problem was teaching technique applied by teacher. Most of the teacher taught the writing theory

and focused on grammar. That made students hard to organize their ideas well.

The role of teaching strategy is to assist the students to develop their language skills and

acknowledge (Fleming and Walls, 1998 in Siahaan, 2008, p.213) when the teacher used the appropriate

model the teaching-learning process, this situation wouldn’t be happened. Considering the condition

above, the writer offers to apply Picture Word Inductive Model (PWIM) to overcome the problem.

The next factors were the activities used in the teaching and learning process. When the

researcher observed the class in the teaching and learning process, the students were talking to each

other. They did not pay attention to the teacher explanations. When they had a topic to write, it is

difficult for them to arrange the sentences into good writing. There was no strategy that helped them to

arrange text using the correct generic structure. The teacher had given an example and the vocabulary

below the text, but many students did not understand if they have to arrange the sequence sentences.

In teaching writing skill, the teacher has to improve the students’ writing skill. The teachers can

use an appropriate strategy to teach their students. From the explanation above, the researcher proposes

to use the 5 Picture Word Inductive Model (PWIM) to improve students’ ability to write hortatory

exposition text. According to Calhoun (1999: 21) “Developed the Picture Word Inductive Model
(PWIM), which uses pictures containing familiar objects, actions, and scenes to draw out words from

children’s listening and speaking vocabularies. It is be effective for the students who want to expand

their writing skill. This model helps the students add words to their sight-reading vocabulary, as well as

their writing vocabulary, and also discover phonetic and structural principles present in those words.”

The reasons for conducting the research is as to give the teachers appropriate teaching, especially

in descriptive text in the eleventh-grade students. Then, they are willing and able to make writing

descriptive text easily. It can solve students difficulty in understanding a descriptive text paragraph by

using PWIM. The students will be easy to arrange the words become sequence sentences and paragraphs

B. Identification of the Problem

Based on the background of the research, there are some problems with the research are as follows:

1) How is the implementation of Picture Word Inductive Model (PWIM) to improve the students’

writing ability in descriptive text at the ten-grade students’ of SMA Muhammadiyah Purworejo

in the academic year of 2023/2024 ?

2) What is the significant improvement after using the Picture Word Inductive Model (PWIM) in

students’ writing ability in descriptive text at ten-grade students of SMA Muhammadiyah

Purworejo in the academic year of 2023/2024 ?

C. Statement of the Problem

The statement of the problem based on the background of study above is: Is There Any

Effectiveness of Improving the Student Ability to Write Descriptive Text Throught Picture Word

Inductive Model at Ten Grade Students of SMA Muhammadiyah Purworejo in Academic year

2023/2024

D. Objectives of the Study

The objective can be started as follow:

 1) To describe the implementation of the Picture Word Inductive Model (PWIM) in improving the

students’ ability in writing descriptive text at ten-grade students of SMA Muhammadiyah

Purworejo in the academic year of 2023/2024.

2) To find out the significant improvement after using Picture Word Inductive Model (PWIM) in

writing descriptive text at ten-grade students of SMA Muhammadiyah Purworejo in the

academic year of 2023/2024.

E. Limitation of the Problem

In learning English, there are four basic skills that the students mush master such as

speaking, listening, writing and reading genre of text such as procedure, narrativem recount,

descriptive, hortatory exposition, etc. In this case, the researcher will focus on writing skill and

hortatory exposition text. It is using picture word inductive model (PWIM) in teaching writing of

descriptive text at ten grade of SMA Muhammadiyah Purworejo. The researcher tries by using

picture word inductive model (PWIM) to help students easier to learn how to share opinions, ideas

or arguments in form of writing or speaking. The students are required to have the sufficient

knowledge to support their ideas about the given topic.

F. Significance of the Study

The significance of this study is devided into three parts, they are:

1) For the students,

Using picture word inductive model (PWIM) method can help students interesting in learning

english, especially in writing. Learn the phonics, grammar, mechanics, and usage of standard

English. The images used for display will provide a visual concrete for students to learn about

the vocabulary, phrases, and sentences that are new to them.

2) For the teachers,

 The finding of this research can be a new knowledge for the English teachers to teach writing

skill in descriptive text. Picture Word Inductive Model (PWIM) is effective to improve the

students’ writing ability.

3) For the researcher ,

It also contributes to other researchers to give references to the next researchers to conduct

further researcher .
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the result of reviewing related literature used in this study that

provide previous study and studies and information concerned with the research problems. It

consists of: reading, annotating text strategy, and hortatory exposition text.

In this chapter the researcher discusses about pertinent theories which are

compatible with the research. The researcher also digs various information from

different sources to obtain pre-existing information about theories relating to the title

which is used to obtain a scientific theoretical basis.

2.1 Writing

2.1.1 Definition of Writing

As stated by Nunan in Ziamalina (2013), writing is how to convey idea and

organizing them into statements and paragraph. It is one of four English skills which

should be mastered, Damila (2021). In writing, people can express their opinion,

feeling, emotion, ideas, and it can only be mastered through practice. If students want

to improve their writing skill, the have to practice in systematic, continuous and full

of discipline.

Apart from that, students need to have broad knowledge, since without

knowledge they have nothing to express nor convey. Hence, when students want to

practice writing systematically, they need to have enough knowledge so that they

can produce a well written writing. Thereare two main reasons for people to write: 1)

for someone to learn, 2) for communication, (Damila 2021). It is usually for public

purpose.
 Hence, writing is one ofimportant skill that must be mastered by a writer since

it is one of the ways of giving information, thoughts or ideas to others. Writing

determines how to communicate in written form, therefore, the writers need to know

how to write effectively, so the readers can comprehend the information conveyed by

the writers.

Thus, from the theories above, it can be concluded that communication is not

only verbal but also written, one of which is writing. Writing is referred to as a form

of written communication because, through writing, someone can convey and

express their ideas by writing. Good writing is writing that is easily understood by its

readers because if the writing itself is not good, it will be difficult for the readers to

know what we convey in the writing. Writing is not an easy skill, but it is fun if itis

done in a disciplined and diligent manner.

2.1.2 The Purpose of Writing

All writers aim to express their thoughts, ideas and feelings through the

written language for both themselves and others. An example of writing your own

goals, such as organizing them properly, planning ideas and thoughts, and

remembering to organize them. Writing formats can be cast to journals, lecture notes,

meeting notes, and special notes. For example, writing for others conveys a message,

news, or information to the reader or influences the reader's view as a genuine

document.

According to Dalman (in Ulwati Siti: 2016), the objective of writing is as

follows:

1. Assignment Purpose

Writing activities for students, aim to fulfill the tasks assigned by the

teacher or an institution. The form of this writing is usually in the form of

 papers, reports, and free essay.

2. Aesthetic Purpose

The purpose of writing for writers, writing activities aim to create a beauty

(aesthetic) in a poem, short story, or novel.

3. Purpose of explanation

Writing activities aim to provide information to readers. In this case, the

author must provide various information needed by the reader in the form of

political economy, education, religion, society and culture.

4. Purpose of self-declaration

Writing activities to validate what has happened is made in the form of this

writing, for example, a letter of agreement or a statement.

5. Purpose of creative

Writing to maximize the power of imagination when developing writing.

Writing in this case aims to convey creative ideas of literary works.

6. Purpose of consumptive

The writer is more concerned with the satisfaction of the reader and oriented

to the business. Writing activities aim to be sold and consumed by readers.

So, from the theory above we can conclude that there are many

purposes for writing, such as the purpose of the assignment. Usually, this goal

when in the world of work or education. For example, making letters, essays,

theses, journals, and others. Besides that, the purpose of writing is to create

literary works for writers or it can also be called creative purpose such as

poetry, novels, poetry, and others.

While according to Hugo Hartig (in Tarigan: 2008), share the

objectives of writing into seven parts:

1. Assignment purpose

The writer writes something because assigned, not on a whim alone.

2. Altruistic purpose

Altruistic goals are the key legibility of something written. The writer wants

to please the reader, encourage them to understand and value feelings and

reasoning. Want to make readers' lives more accessible and fun with

someone's work.

3. Persuasive purpose

The writer wants to persuade readers of the fact or an idea expressed by

them.

4. Informational purpose

Giving information/explanation to readers.

5. Self-expressive purpose

Posts aimed at introduce or declare self an author to readers.

6. Creative Purpose

This goal is closely related to purpose of self-declaration, but the "creative

desire" here exceeds self-declaration, and involves himself with the desire to

achieve artistic norms or ideals of art, dream art. Purposeful writing achieve

artistic values and values art.

7. Problem solving purpose

The author wants to solve the problem faced employing explain, clearing

up, explore and research his thoughts and ideas carefully so that they can be

understood and accepted by the reader.

From the theory above, we can conclude that there are many purposes

for writing. as well as conveying information. The information can be in the

 form of events, opinions, and factual data that can be conveyed or read by

readers. Thus, the readers will get new information or knowledge from a

written work. It can also be said that the purpose of writing is to entertain, like

someone who wants to write short stories, comics, or short funny quotes on

their social media accounts. The last one writing is also aimed at education.

Usually, this is related to writing journals, theses, or essay.

2.1.3 Benefits of Writing

The benefits of writing according to Akhadiah (2006):

1. Knowing your potential with and our abilities and knowledge about the

selected topic. With develop that topic we forced to think, to dig

understanding, and experience stored within.

2. By developing various ideas, we are forced to reason, connecting, and

compare the facts we never do if we don’t write.

3. More absorb, seek, and master information in connection with the topic

written. Thus, the activities of writing can broaden horizons both

theoretically and about the facts that relate.

4. Writing means organizing ideas systematically and expressly expressed.

Thus, every problem that was initially vague will become more apparent.

5. Through writing, we can become reviewers and appraisal our ideas

objectively.

6. Concretely, it is easier to solve problems by analyzing them explicitly in a

deeper context.

7. By writing, we become active think so that we can be inventors and

problem solvers, not just passive recipients of information.

8. Get used to thinking and speaking in an orderly manner.

 In addition to the benefits of writing above, Hernowo (2004) revealed

that writing could be used to disclose or reveal oneself. By writing, someone

will not only be physically and mentally healthy but can also recognize details

himself.

From the opinion above, the writer concludes that the benefits of writing are:

1. By writing, a person can know their potential

2. By writing, a person can think critically, because by writing they are forced

to think

3. By writing too, a person can dig up information or knowledge about the

topic he is going to write about.

Besides that, the benefits of writing can create curiosity and train the

sensitivity of someone who writes to the surrounding environment that will

not be felt by someone who does not write.

2.1.4 Types of Writing

Types of writing can be based on the content of the writing; the content

writing affects types of information, organization and arrangement of writing

presentations. Type of the writing system is divided into four: description,

exposition, argumentation, narration (Syafi'ie, 1990). While according to Keraf

(1989), types of writing are based on the purpose general, based on that, writing

can be divided into five: Description, exposition, argumentation, narration, and

persuasion.

1. Description/Descriptive

The word explanation comes from Latin which mean to explain or describe

something. Conceptually, an explanation is a form of essay that explains

something in a real situation, imagining (seeing, hearing, smelling, feeling)

 that the reader is written through an image of the Bible. I can.

2. Exposition

Exposition means to open; it can also be interpreted as writing with a

purpose to inform, peel, parse, or explain something.

3. Argumentation

What is meant by writing argumentation is an essay that consists of an

explanation of reasons and a synthesis of opinions to build a conclusion. it is

written to give reasons, and strengthen or reject an argument, position, or

idea.

4. Narration/Narrative

Narration or narrative is writing in the form of an essay that express a series

of events (chronologically) to give meaning to an event so readers can take

lessons from the story.

5. Persuasion

Persuasion is writing that intends to influence others. In persuasion,

besides logic, feelings also play a critical role.

Thus, from the theories above, it can be concluded that there are several

typesof writing. Before starting to writing, we should first know and understand

the types of writing. Types of writing can be known based on the content of

writing. The content of writing affects the type of information, organization,

and arrangement of presentation in writing.

2.1.5 Aspect of Writing

According to Wigati (2015), writing is not merely an activity which

transfers thoughts into written form, it must be arranged appropriately. Then

Brown (2001) mention five aspects of writing, namely:

1. Content

Content (ideas described in writing) is the core of writing. This element

compatibles to the writer's knowledge of writing includes substance,

sentence development, and connection in displaying the topic.

2. Form

The form is an arrangement which shows the whole preparation of the

correct writing structure for the correct type of written text.

3. Vocabulary

In writing, you must choose the right vocabulary to express ideas and form

beautiful and commensurate sentences. It can be explained that the selection

of familiar vocabulary will make it easier for readers to understand our

written work.

4. Grammar or language use

This component is based on the accuracy of sentence structures,

tenses, and word order. Grammar is essential in writing because it carries

meaning, when writing is not according to the rules; it might alter the

meaning, or what is conveyed cannot be understood or misunderstood.

5. Mechanics

Mechanics (punctuation and spelling). That means, in addition to

paying attention to grammar, the writer also pays attention to punctuation or

spelling of letters so that the reader does not misinterpret the writing.

Thus, from the theories above, it can be concluded that a person who wants to

write first understands the technique of writing. This aims to make it easier for

readers to know what we write. Then a person who wants to write determines

the content of his writing based on the topic he chooses. Besides that, you also
 have to choose vocabulary that is easy to understand and use proper and correct

grammar.

2.1.6 Problem of Learning Writing

Learning how to write in English is not an easy task for junior high school

students. Nurgiantoro (2001) stated that students have some difficulties such as,

how to organize the idea, students lack of vocabulary, and their accuracy in

grammar.

1. Organizing ideas

Organizing idea is a general problem faced by students. According to

Nation (2009) some students know what to say or what they want to write,

but they find it difficult to express it in written form.It is because students find

it difficult to develop idea and sometimes, they do not know what they are

going to write. When writing, the students usuallywrite contents that are not

relevance with the topic.

2. Lack of Vocabulary

Vocabulary is an essential key in writing. Since, without vocabulary,

students will not be able to express their idea or thought in their writing. Thus,

students will likely produce uncommunicative sentences or choose wrong

vocabulary.

3. Grammar Accuracy

Students' lack of understanding of grammar also affects their writing,

because the use of word structures or tenses can affect meaning. Students tend

to be confused in this matter, generally they are not sure whether they use the

correct grammar or not.

So based on the explanation above, it is important for both students and

 teacher to know about these problems so they can find the best way to

overcome it and it will be easier for students can learn writing.

Besides that, writing is not just copying sentences, but writing is an

activity of expressing thoughts and expressing ideas. There are several

problems encountered in writing. The first problem is the difficulty in

expressing ideas. Before writing, we should first determine the theme; it will

make it easier for us to pour ideas into writing related to the predetermined

theme.

The second problem is the lack of vocabulary. In writing, a person is

also required to multiply and enrich the vocabulary. It aims to make writing

easier. At least we know the vocabulary related to the theme to be written.

The last is the use of grammar. In writing, grammar is very important. Using

proper and accurate grammar will make it easier for readers to understand our

writing.

2.2 Descriptive Text

2.2.1 Definition of Descriptive Text

According to Syahputra (2014), descriptive text is a paragraph

describing an object with the purpose that the readers feel as if they saw the

thing themselves. This descriptive paragraph describes something in words

clearly and in detail. Aspects that can be described can be beauty, nature,

physical state, character, or feelings of a person.

Descriptive text also has several rules, which include the structure or

arrangement that must be written in order (Anonim, 2015). The first rule is

Identification; identify something you wantto be described, it is usually in the

first section of the writing. Identification serves to introduce to the reader an

 object or something we will describe before discussing its properties.

The second rule is Description, this part in the second paragraph and so on

contains about the inherentproperties of something that has you introduced it to

the reader in the first paragraph. According to Burns (2010), the purpose of

descriptive text is to describe and express or describe the characteristics of

people, objects, animals, places and others.

Descriptive the text is made without doing detailed research, so the

author just writesthe story descriptive text based on what you see and hear.

Thus, from the theories above, it can be concluded that descriptive text is a

writing made in several paragraphs that describes or explains an object. The

object is an animal, human, plant, place or thing. Usually, this descriptive text

describes an object's physical form or habit. This is so that the reader can feel

and imagine the object even though it is only through the image without having

to see it directly.

In writing descriptive text two rules must be known. The first is identification.

The first thing written in the first paragraph is to explain the general

characteristics of the object. Then in the second rule or the second paragraph

and so on, the writer explains the special characteristics of the object in detail.

2.2.2 Characteristics of Descriptive Text

According to Yukisinau (2016), the characteristics that are very clear

in this descriptive text will certainly be very easy to distinguish this text from

other texts. Here are its characteristics:

1. The description paragraph describes something.

2. The paragraphs described are explained very clearly and in detail and

involve sensory impressions.

 3. When the reader reads the description text, it is as if they feel directly what

is being discussed in the text.

4. In detail, the descriptive text describes the physical characteristics of

objects, such as shape, size, color, or psychic characteristics/state of an

object.

From the theory above, we can conclude that the descriptive text in each

paragraph is to describe something in detail. It aims as if the reader sees and

feels the object. The content of this descriptive text is a description of

the physical characteristics of an object such as its shape, size, color, or

psychic.

2.2.3 The Generic Structures of Descriptive Text

Quoted from Holimah’s paper that generic structures are the special

characteristic of language in the text. The generic structures of descriptive text

are as follow:

1. Identification

Identification basically introduces or identifies the general description of the

subject, such as name of the object, type of the object, etc.

2. Description

Description basically describes parts and characteristics of the person or

something in detail, so the readers can get clear image of the subject.

From the quote above, we can conclude that there are two structures in writing

descriptive text, namely identification, and description. Identification is where

students identify the general characteristics of the object, while the description

is where students explain the special characteristics of the object described in

detail and make the readers feel as if they saw the object directly.
2.2.4 Language Features of Descriptive Text

According to Wardiman (2008: 122) there are three language features of

descriptive text:

1. Focus on one the specific object

 That’s mean in descriptive text, the researcher only needs to explain

on object (do not explain other objects in one text).

2. The use of Present Tense

This is because the present tense is used to describe a habit or general

truth.

3. The use of Adjectives

Because the descriptive text is a text that describes the physical nature of

an object, in this text, it is necessary to use adjectives.

2.2.5 Example of Descriptive Text

Picture 2.1 Example of Descriptive Text

My Brother

Hello, everyone. My name is Riri. I would like to tell Identification

you about my brother. His name is Bambang
Pamungkas.
My brother is thirty-five years old. He is an
athlete.Heisfootballplayer. He joinswith
Indonesian football team.

My brother is handsome and tall. His height is about 180

centimeters. He has moustache and beard. He has slanted
Description
eyes and pointed nose. His hair is straight. He also has
brown skin.
The
Myeffectiveness
brother likesof…Hudriatul Hotimah,
playing football. FKIP,UMP
He plays football2015
with
his friends three times a week, on Sunday, Thursday and
Saturday. My brother is smart and kind. Everyone
loves and respects him. I am proud of him.
2.3 Learning Model

When putting together a learning design, it is very important to consider

the concept of interaction. Therefore, design learning cannot be replaced by

information design. Interaction is strongly associated with student diversity.

This is what designers learn to create diverse designs and diverse learning.

Learning models are usually composed based on various principles. Joyce &

Weil argues that the learning model is a plan that can be used to make curricula

(long-term lesson planning), designing learning materials, and guiding the

teaching-learning process. The teachers can also select the appropriate and

efficient learning model to achieve the learning objectives.

2.3.1 Definition of Learning Model

Strategy according to Kemp (1995) is a learning activity that must be

carried out by teacher and students so as learning objectives can be achieved

effectively and efficiently. In line with Kemp's opinion, Dick and Carey (1985)

also mention: that the learning strategy is a set of material and learning

procedure thatis used together to produce learning outcomes for students. Thus,

there can be a learning strategy using several methods and model. So, to

improve students’ writing skills the researcher uses the PWIM (Picture

Word Inductive Model) as a learning model.

2.4 Picture Word Inductive Model (PWIM)

The picture word inductive model was developed by Emily Calhoun

(1999) over 20 years and was designed from a study of how students do not

only literate in print, especially writing and reading, but also listening and

speaking vocabulary that has been developed. The picture word inductive

models combine inductive thinking models and concept discovery, so that

students can learn words, sentences, and paragraphs.

Emily Calhoun designed this model to be a big component language arts

curriculum, especially for novice readers at the elementary level and higher

levels and when Calhoun developed this model, he conduct basic and applied

research on how students can reading and writing (especially in terms of their

language development, their learning in reading and writing, and

reading/writing relationships).

2.4.1 Definition of PWIM

The picture word inductive learning model is included in the model

family teaching processing information. Information processing learning model

is a learning model that emphasizes ways to improve natural human drive to

form meaning about the world by obtain and process data, perceive problems

and generate appropriate solutions, and develop concepts and language for

transfer the solution/data.

Harmer (2001) Pictures are one type of visual aids that can be used to express

the meaning and construction of language. The use of pictures in teaching

descriptive texts can use pictures from books, newspapers and magazines, or

photos. Ferlazzo (2014) The PWIM uses an inductive process (in which
 students seek patterns and use them to identify their broader meanings and

significance), as opposed to a deductive process (where meanings or rules are

given, and students have to then apply them).

2.4.2 The PWIM Usage Structure

To better understand the picture word inductive learning model,

Calhoun outlines its structure as follows:

1. Students are presented with pictures. They connect words with the image by

identifying the objects, actions, and qualities they recognize.

2. The relationship between objects and actions in pictures with students'

language allows them to make a natural transition from spoken language

(heard and spoken) to written language (read and written).

This structure explains that the main thing to be achieved from this

model is to build the development of students' vocabulary and syntactic forms

as well as a facility for the transition from speech to writing. So, it can be

concluded the approach taken is closely related to language development,

namely seeing students' abilities in utilizing the words they have learned and

knowing how students make connections between words and objects around

their environment.

2.4.3 The Purpose of PWIM

The purpose of the PWIM is to invite students to classify the words they

have just acquired and build concepts that will enable them to solve words

they have never encountered before. The relationship between objects and

actions in pictures and students' language allows them to do natural

transition from spoken language (heard and spoken) to written language (read

and written).

In book “Model-Model Pembelajaran dan Pengajaran” is written by

Miftahul Huda, M.Pd, explain that picture word inductive model has an

important influence in shaping students’ literacy skills. These influences can be

seen in students’ skill to:

1. Learn how to make their vocabulary.

2. Learn how to research word and sentence structures.

3. Produce writing (title, sentences and paragraphs).

4. Produce an understanding of the relationship between reading and writing.

5. Develop skills in phonetic and structural analysis.

6. Develop to interest and ability to express by writing.

7. Increase passion for reading non-fiction texts, and

8. Develop cooperative skills in learning with others in the realm of reading

and writing.

Thus, from the explanation above, it can be concluded that there are so

many benefits of PWIM in improving students’ writing skill. Among them, this

learning model can makeit easier for students to write descriptive text and can

train students to develop various vocabulary in the picture into a descriptive

sentence or paragraph. More importantly, of course, this learning model can

increase students' interest in writing skill.

2.4.4 Steps in Using of Picture Word Inductive Model (PWIM)

In the book of Model-Model Pengajaran dan Pembelajaran, there are

steps in using PWIM:

1. Introduce to PWIM

In this step, the teacher chooses the picture, she asks students to

identify what they see in the picture.

2. Identification of PWIM

In the second step, the teacher mentions the vocabularies in the

picture, while students read the vocabularies that refer to the picture.

3. Review of PWIM

The teacher reviews the PWIM (like; saying and spelling). Besides

that, the researchers may add vocabulary to be known to students (if

desired). After that, the teacher asks students to make an appropriate title.

4. Arrange words and sentences

In the last step, students arrange words into sentences and then into a

paragraph related to the PWIM earlier.

While the according to Huda (2015), PWIM syntax in carrying out learning is divided

into four stages namely:

1) Introduce of PWIM

First of all, the teacher introduces the word picture. Students are asked to look

at the pictures that the teacher has prepared in front of the class.

2) Identification of PWIM

In this step, the teacher mentions some vocabularies, and the students

spill the vocabularies in the picture.

3) Review of PWIM

The third step, the teacher reviews the PWIM (like; saying and spelling). Besides

that, the researchers may add vocabulary to be known to students (if desired). After

that, the teacher asks students to make an appropriate title.

4) Arrange words and sentences

The teacher asks students to arrange words into simple sentences. Then the teacher

writes the sentence in the word picture and the student reads the simple sentence in a

clear
 Chapter III

RESEARCH METHOD

In this chapter , the writer will explain the research methods. It needs type of research, place and time

of the research, research design, Population and sample , sampling technique, research variable,

technique of collecting data, research instrument, and technique of data analysis. Senior high school of

Muhammadiiyah Purworejo

A. Research Design

a. This research is quantitative research, which relies quantitive data based on computation

and measurement, operation variable and statistics. The study was aimed to reveal and to

describe the use of pcture word inductive model in teaching vocabulary at the sevent

grade students of SMA Muhammadiyah Purworejo in academy year of 2023/2024. The

design of this research is pre-experimental design with one-grouppretest posttest design.

As explained by Sugiyono (2011;73) this consist of one group as experimental group

which is given treatment. There is no variable control in this research and simple was

chosen randomly. The group were given pretest before received treatment so that the

result would be accurately. At the end of treatment, the group were given posttest. Then

the result of the two test (pre-test and post-post) were compared to find out the difference

score before and after receiving treatment. So, the design of the research as follows.

O1 X O2

Where :

O1 : pre-test

X : treatment
 O2 : post-test

B. Place and Time of Research

The writer choose the ten grade of SMA Muhammadiyah Purworejo which is located In

Brengkelan, Purworejo. The writer has done the research on

C. Population and Sample

a. Population

According to Creswell (2012:142), population is a group of individuals who have

the same characteristic. Furthermore Sugiyono (2011 : 80) Population is

generalization region consicting of object or subject that have certain equalities

and characteristics defined by the researchers to be learned and then to be drawn

conslusions. Population not just people, but objects and natural object another

included population. Based on those above theories, it can be concluded that

populatopn is the whole research object or subject which have certain

indentification that is going o be found out in the research.

The population of this research is students of the

b. Sample

Sample is a subgroup of the target population that the research plans to

study for generalizing about the target population (Creswell, 2012:142). According

to Sugiyono (2011:81) sample is a part or representative population of theresearch

in research field.

The sample of this research, the writer took

c. Sampling Technique
 Sampling s technique to take a sample. There are some technique to get the

sample of the population being studed as stated by Sugiyono. Probability sampling

is sampling technique tahat provides wqual opportunity for each element of the

population to be elected as members of the sample. Probability of this technique

includes.

a. Simple Random Sampling

Making members are dawn at random without regard to exiting level in the

population

b. Poportionate Stratified Random Samping

This technique is used when the population has members or elements that are not

homogeneous and stratified proportionally.

c. Disproportionate Stratfied Random Sampling

This technique is used to determine the number of samples, when stratified

population but less proportionally.

d. Cluster sampling (sampling area)

Area sampling technique are used to determine the sample when the oject to be

examined or data source is very wide

b. Non-probablity sampling

Non probability samping is sample collection techniques that do not provide the

opportunity or equal opportunity for each element. Technique samples include

a) Systematic Sampling

Systematic sampling is a asmapling technique according n oreder of

memebers of the population who have to be numbered

b) Sampling Quota
 Quota sampling is a technique for determining a sample of the population

that has certain characteristics to the dsre amount

c) Sampling incindental

Incidental sampling is sampling technique based on chance.

d) Snowball Purposive

Purposive samping is a sampling technique with particular consideration

e) Samping Saturated

Saturation samping is samping technique when all members of the

population used as a sample

f) Snowball Sampling

Snowball samping is a sampling technique that initially a small amount and

then enlarged

Based in technique above, the writer uses purposive sampling by drawing out the

sample based on certain puspose. The reason of the writer chooses this samping is

because of the limitation of time. Energy, and fund. So, she cannot take a bigger

sample.

D. Research Variable

Variable is the object of research or something that become th concern of research. In this study

there are two variable.

1. Independent Variable

The independent variable is the major variable, which the research hopes to use to

invertigate. Sugiyono (2011:39) states, independent variable is a vaiable that influence

dependent variable. Independent variable is always named stimulus, predictor, and antecendt.

Inndependent variable in this research is the use of Picture Word Inductive Model (PMWM)

for teaching vocabulary, which is symbolized by “X”

 2. Dependent Variable

Sugiyono (2011:39) states, De[endent Varibale is always named output variable,

criteria m consequent. According dependent variable is a variable that influenced, because

of any independent variable. Dependent variable in this research is the student vocabulary

mastery, which is symbolized by “Y”

E. Research Instrument

In collectiong data, the writer used test as the instrument. According to Sugiyono

(2011:22) research instrument is a tool whichis used to measure the natural phonomenom

and social phenomenon that us ibserved. Rinkunto (2010:134) states that instrument is

tools used by the researcher when conducting a research method in collcting the data.

Some kinds of instrument are test, questionnaires, interview, observation, rating scale, and

documentation. Test is any series of questions or eercises or other means to measure rhe

skill, knowledge, intelligence capacity or attitude of an individual (Richard, 2010:591)

In this research, the writer used pre testand post-test as the instrument in getting

the data.

a. Pre-test

According to Richard (2010:447) pre-test is the try-out phase of a newly written

but not yet fully develop test . Tests under development may be revised on the basic of

the item analysis obtained from the result of the pre-test. Pre-test can be called a test

before learning has occurred

The writer conducts pre-test before giving the treatment to the students. The type

of the test is 10 multiple choice and 10 essay text. Each test consists of 20 items.

Students have to finish it in 30 minutes. The score given is 5 points to each of the

correct answer and zero point to the wring answer.

b. Post-test
 Richard (2010:447) states that post-test is a test given after larning has

occurred or is supposed to have occurred/ In teaching, comparison of pre-test and

pst test results measures the amount of a progress a learner has made. The post-test

is dne after conducting the pr-test and the treatment. The type of the tests is 10

mjltiple choices and 10 essay test. Each test consists of 20 items. The rule and the

score of the test are same as the pre-test.

The purpose of the pre-test and post-test was to determine the level of

vocabulary mastery of the learners

F. Technique of Collecting Data

Data is very important in doing research. In doing the research, the researcher can

use many of data collection like test, interview, observation, documentation or

questionnaires.

In gaining the data, the researcher attempts to employ these following techniques :

a. The writes gave pre-test for class…..as the experiment group to

measure the vocabulary mastery before the writer gave a treatment.

b. The writer gave the treatment

c. After giving the treatment, the writer gave post-test for class…..to

measure the vocabulary mastery

d. The writer used the test as the instrument to collct the data.

G. Techniques of Data Analysis

Statistics is a very important role in a research in collecting, organizing, presenting

and analyzing data in number. In many ways statistics can be used as an

instrument for finding out whether the relationship between two or more variables

is truly empirically unrelated or only happen bu chance. In analyzing data, the

researcher uses descriptive and inferential analysis.

1) Descriptive Analysis
 The descriptive analysis is used to describe the variable of this research thaht

effectiveness of using picture word inductive model in teaching English vocabulary/ The statistic

are mean, mode, median , standar deviation, the lowest score, and he highest score.

The research took some simple formulas through these following steps

1) Finding the Mean

Arikunto (2010:284) states that mean is the average of the set scores, obtained by

adding the scores together and dividing be the total mber of the students. The writer

applied the ollowing formula to determine the mean as follow

2) Median

Median is one of explanation techniques based on the middle value of the data

which have been organized from the lowest to the highest or from the hihest to the lowest

(Arinkunto,2010:283)

3) Mode

Modus is technique of group explaining which is based on the score which is

being popular, or it can be called as a score which the most often appears (Arinkunto,

2010:282)

a) Finding Sandart Deviation

Standart deviation is he way of showing the spread of score. It measure the

degree to shich the group of scores deviates from the mean. In the other words, it

shows how all the scores are spread out, and that gives a fuller description of test

than a range, which simply describes the gap between the highest and the lowest

marks and ignores the information provided by all the remaining scores

( Arinkunto,2010:288)

The formula to calculate Standart Deviation is as follow :

1) Inferential Analysis
 This analysis is used to conclude the hypothesis. Hypothesis can be

meant as a temporary answer related to the research problem until it can be

proven with the collected data ( Sugiono, 2011: 63-64).

The writer applies t-test to make the analysis more reliable. This analysis is

done to find out the effectiveness of using PWIM for teaching Engslish

vocabulary at SMA Muhammadiyah Purworejo .Before, we applying t-test

we should apply test of normality and homogeneity.

1) Test of Normalty

Test normality is test of the null hypothesis that a simple has been drawn

from a normal distribution. This test is considered an effective way of determining

wether the distribution of the data in a simple departs from a normal distribution,

the objective of this test is to see whether the distribution of the data is normal or

not. In this study, the writer analyzed the normality test using SPSS 16.0. Wth the

Kolmogorov-sminovtesting ceiteria area as follow:If probability > 0, 05 the

normal population variant. If the probability valure < ), 05 the variant population is

notnormal

2) Test of Homogeneteneity

This tes aims to determined the t-test formula: the writer applies the

variance of one sample. To test homogeneity of varianvewe use F test,

( Sugiyono, 2011: 275 )

3) Test of Hyothesis

This test is to know thether PWIM is effective or not for teaching

vocabulary at the ten grade student To decide which hypothesis that will be

accepted or rejected, the t-test formula is used to compare the two samples. T-test
is statistical procedure for testing the difference between two or more means. It is

used for estimating the probability that means have been drawn from the same or

different population ( Sugiyono, 2011:122). In this study, the witer analyzed the

normality test using SPSS 16.0. With paired samples test

 CHAPTER III

RESEARCH METHOD

This chapter discusses the research design, variable of research, the population and sample, the

research instrument, the treatment, the technique of collecting data, and data analysis.

A. Research Design

The experimental research is chosen in this study in order to investigate the effectiveness of using

Picture Word Inductive Model strategy in teaching writing skill. An experimental is a study of the effect

of the systematic manipulation of one variable(s) on another variable. In manipulation of variable is

mentioned the experimental treatment or “independent variable”. Whereas, observe and to measure

variable is mentioned as “dependent variable” (Ary, Jacobs, & Sorensen, 2010). It means that an effort to

control all of variables which are affect the result except the independent variable. Then, while the

independent variable has the impact for the dependent variable, it can be said that independent variable

“caused” or “probably caused” the dependent variable.

The research design used in this study was quasi-experimental research in the form of pre-test

post-test non-equivalent control group design. Quasiexperimental design wass used in this research

because of the participants of the research were not randomly assigned. In other word, they were already

part of a group. This research was divided into two class, they were experimental and control class. The

experimental class applied Picture Word Inductive Model (PWIM) strategy and the control class used

listing strategy. Each class received the same pre-test and post-test.

In this research, the students in the experimental class got the treatment (X) by using Picture Word

Inductive Model (PWIM) strategy, whilst the students in the control class got the treatment (O) by using

listing strategy. The design was illustrated as follows:

Table 3.1 Experimental Design

Group Pre-test Treatment Post-test

G1 T1 X T2

G2 T1 O T2

Note:

G1 = First group (experimental class)

G2 = Second group (control class)

T1 = Pre-test

T2 = Post-test

X = Treatment by using PWIM strategy

O = Treatment by using listing strategy

B. Variables of the Research

Variables of this research were independent and dependent variable. Independents variable were

variables selected by the writer to determine their effect or relationship with dependent variable. In other

words, independent variables were antecedent to another variable, and dependents variable were the

consequence of another variable. In this research, the independent variable was writing strategy and the

dependent variable was students‟ writing skill on recount

text.
C. The Population and Sample

a. Population

The population of this study was the tenth grade students of SMA Muhammadiyah Purworejo.

There were about 627 students for the tenth-grade that divided into two major (science and social) and

fifteen classes. In terms of gender, students in this school were classified into male and female in each

class.

b. Sample

The study was conducted at the tenth grade students of SMA Muhammadiyah Purworejo As the

participants, X MIA-1 as the control class and X MIA-2 as the experimental class. The researcher took

34 students in each class. Thus, the total participant of this study was 68 students. All of the students in

this research were male, so it could be concluded that they were homogeny. The sampling technique used

in this study was non-randomized sampling. The reason why the researcher chose class MIA 1 and MIA

2 on the tenth year students because they were have same ability in writing recount text and also based on

recommendation from the English teacher over there. Furthermore, recount text material was taught in

the tenth class at second semester.

D. The Research Instrument

The instrument of this study was test in which delivered become pre-test and post-test.

a. Pre-test

Before the treatment, the researcher administered a pre-test to the students to measure the achievement of

students‟ skill in recount text writing. In this test, students were asked to write a recount paragraph about

a topic. (See Appendix 1) b. Post-test

After the treatment, the researcher administered a post-test to the students to measure students‟ growing

score. The instrument of this test as like in a pre-test but it was given after the treatment. (See Appendix

2)

c. Scoring rubric

In analyzing of scoring the writing test, the researcher used analytic scoring stated by Brown

(2004). There were five-aspects or categories that would be a specific purpose in scoring. It was used a

scale to reflect the instructional focus.

Table 3.2 Assessment of Recount Writing

Categories Score Performance description

Content The topic is complete and clear and the details are
5
(30%) relating to the topic

Topic, details The topic is complete and clear but the details
4
almost relating to the topic

The topic is complete and clear and the details are

3
not relating to the topic

The topic is almost complete and clear and the

2
details are not relating to the topic

The topic is not complete and clear and the details

1
are not relating to the topic

Organization Orientation is complete, events and re-orientation

5
(20%) are arranged with appropriate connection

Orientation, 4 Orientation is complete but the events and re-

events, re- orientation are almost arranged with appropriate

 orientation connection

Orientation is complete, the events and re-

3 orientation are not arranged with appropriate

connection

2 Orientation is almost complete, the events and re-orientation

are not arranged with appropriate connection

Orientation, events, and re-orientation are not

1 complete and are not arranged with appropriate

connection

Vocabulary 5 Effective choice of words and word form

(20%) 4 Few error of words and word form

3 Half the error and word form

2 Limited ranged of confusing words and word form

Very poor knowledge of words, word form,

1
and understandable

Syntax/Grammatical 5 All of grammatical or agreement accuracies

(15%) 4 Very few grammatical or agreement inaccuracies

Using past tense, 3 Few grammatical or agreement inaccuracies

agreement 2 Reader difficult to understand what writer is trying

to say

1 Unintelligible sentence structure

Mechanics 5 Spelling, punctuation, and capitalization are correct

(15%) 4 Few problem in spelling, punctuation, and

Spelling, capitalization
 punctuation, 3 Errors in spelling, punctuation, and capitalization

capitalization 2 Incorrect in spelling, punctuation, and

capitalization

1 Disregard in spelling, punctuation, and

capitalization

Formula:

E. The Treatment Procedure

Treatment was a procedure that applied by the researcher to find out the effectiveness of

using the strategy in writing. There were two groups observed, control group and experimental

group. The treatment of Picture Word Inductive Model strategy was given to experimental group.

Moreover, control group was a class that received listing strategy. For activities\ on the treatment,

were given for 3 (three) meetings in each class. The activities given for the treatment to both

groups was illustrated in Table 3.3.

Table 3.3 Treatment Procedure

Activity Experimental Control

Opening Opening

Check attendance and Check attendance and

Pre-activity
presentation about the text presentation about the

material text material

Main activity Teacher explain about recount Teacher explain about

text recount
 text

Teacher gives a topic and a Teacher give a topic to the

picture to the students students

Students are asked to write and Students are asked to

give label to the picture produce some list of

words based on the topic

Students write vocabularies Students are asked to

or label the picture and draw generate

a line from identified object recount text based on their

word list

Ask students to generate

sentence, sentences, and a Teacher checks the result

paragraph

Students produce a recount text

about the picture word chart

Teacher checks the result

Post-activity Closing Closing

The schedule of the activity done in this study can be seen in Table 3.4.

Table 3.4 The Activity Schedule

Activity Experimental group Control group

Pre-test February 1st, 2020 February 3rd, 2020

Treatment 1 February 7th, 2020 February 8th, 2020

 Treatment 2 February 8th, 2020 February 9th, 2020

Treatment 3 February 14th, 2020 February 15th, 2020

Post-test February 22nd, 2020 February 17th, 2020

F. The Technique of Collecting Data

To investigate the effectiveness of Picture Word Inductive Model (PWIM) strategy, the

researcher applied two steps of the technique to collect the data. This research used quantitative

data that taken from the students‟ writing score. The data were gotten from test, they were pre-

test and post-test.

In this research, pre-test and post-test were given both in control group and experimental

group to find out their understanding in learning recount text. Pretest was given before the

treatment to measure students‟ writing skill. That was a strategy to investigate the first score of

writing skill. After pre-test, the researcher gave the treatment in which Picture Word Inductive

Model (PWIM) strategy for experimental group and listing strategy for control group in teaching-

learning writing. Finally, post-test was given to each class and asked them to do the test

individually. The researcher asked the students to produce recount paragraph based on a topic.

The post-test was given after students got the treatment and used as final measurement the

treatment. The last, the result of test was analyzed

statistically.

G. Data Analysis

Data analysis was a process in analyzing data. It was done after the data obtained from the

score of the test. The data were gotten from pre-test and posttest of experimental and control

group. The scores of the experimental and the control groups were calculated by using procedure
of ANCOVA because the sample of the research was not taken randomly and the instrument used

was a test. In this case, Analysis of Covariance (ANCOVA) was done by using SPSS 21 program.

In scoring the writing test, it involved the subjectivity because the kind of test used was writing

on recount text by using PWIM strategy and listing strategy. Therefore, inter-rater reliability was

used to find out whether a test was reliable or not. Inter-rater reliability occured when two or

more scores yield inconsistent scores of the same test, possibly for lack of attention to scoring

criteria, inexperience, inattention, or even preconceived biases (Brown, 2004). The researcher

chose the English teacher on the tenth grade of SMA Muhammadiyah Purworejo as rater 1 and

the researcher as the rater 2. In correlating the score from two raters, the researcher used Pearson

Product Moment formula by SPSS 21 program.