THE EFFECT OF THE PICTURE WORD INDUCTIVE MODEL ON ENHANCING STUDENTS’ WRITING SKILLS IN DESCRIPTIVE TEXT AT SMAN 6 KEDIRI

Meliana, Elma (2025) THE EFFECT OF THE PICTURE WORD INDUCTIVE MODEL ON ENHANCING STUDENTS’ WRITING SKILLS IN DESCRIPTIVE TEXT AT SMAN 6 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Writing is one of the essential skills in learning English, especially for high school students who are expected to express ideas clearly and coherently. However, many students still face challenges in developing their writing skills, particularly in constructing descriptive texts. Based on the preliminary observation at SMAN 6 Kediri, it was found that students had difficulties in generating ideas, organizing content, and applying appropriate grammar and vocabulary in their writing. To address this issue, the researcher implemented the Picture Word Inductive Model (PWIM) as an alternative strategy to improve students’ descriptive writing ability. This study aims to examine the effectiveness of the Picture Word Inductive Model (PWIM) in enhancing the descriptive writing ability of eleventh-grade students. Employing a quasi-experimental design, the research involved two classes: the experimental group received writing instruction through PWIM, while the control group was taught using conventional methods. The writing ability was assessed based on five key aspects: content, organization, vocabulary, language use, and mechanics. Before the treatment, both groups demonstrated similar weaknesses, especially in generating content and using accurate vocabulary and grammar. Following the implementation of PWIM, the experimental group showed substantial improvement in all writing components. Students in this group were able to organize ideas more logically, expand their vocabulary, and construct more coherent and grammatically correct sentences. In contrast, the control group showed only limited progress, with most improvements observed in mechanics and basic organization. These results indicate that PWIM not only helps students generate and categorize vocabulary through visual stimuli but also supports their ability to construct well structured and descriptive paragraphs. The model's structured steps—ranging from picture selection, vocabulary brainstorming, sentence building, to paragraph formation—proved effective in scaffolding students’ writing development. Thus, PWIM can be considered a powerful and practical approach for teaching descriptive writing in EFL classrooms.

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