Implemented PWIM in Developing Students’ Communicative Competence of SMK Islam Wijaya Kusuma Jakarta

Siti Nurani; Amrina Rosyada

doi:10.21512/lc.v11i1.1608

Authors

Siti Nurani University of Indraprasta PGRI
Amrina Rosyada Indraprasta PGRI University

DOI:

https://doi.org/10.21512/lc.v11i1.1608

Keywords:

picture word inductive model, communicative competence, English learning process

Abstract

The research aimed at determining the significant effect of implemented Picture Word Inductive Model (PWIM) in developing students’ communicative competence in SMK Islam Wijaya Kusuma Jakarta. The students’ communicative competence was measured quantitatively by conducting the experiment method. There were 47 of the eleventh-grade students as samples chosen randomly by using purposive sampling technique. The data were performed by using the test instrument with two groups on post-test design; one group became the experiment class and the other group became the control class. The questionnaire was assigned to students at the end of the lesson. The post-poster cycle assessment was given as a basis of measurement in analyzing students’ communicative competence. The data were analyzed by using t-test two tailed formula to find out the significant difference of each class of the sample (simple effect). Findings have shown that there is a significant effect of using PWIM to students’ communicative competence which is reflected from the enhancement of students’ comprehension toward the pronunciation, fluency, grammar, vocabulary as well as the increase of their motivation and creativity experiencing the
learning process more communicatively.

Dimensions

Plum Analytics

Author Biographies

Siti Nurani, University of Indraprasta PGRI

Department of English Education, Faculty of Language & Art, University of Indraprasta PGRI

Amrina Rosyada, Indraprasta PGRI University

Department of English Education, Faculty of Language & Art, University of Indraprasta PGRI

References

Calhoun, E. (1999). Teaching Beginning Reading and Writing with the Picture Word Inductive Model. ASCD, Inc.

Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative Competence: A Pedagogically Motivated Model with Content Specifications. Applied Linguistics, 6(2), 5-35.

Damanik, W. R., & Ownie, S. J. (2013). Improving Students’

Achievement in Writing Procedure Text Through Picture Word Inductive Model. TRANSFORM Journal of English Teaching & Learning of FBS UNIMED, 2(3), 1-8.

Dominic, L., & Mollykutty, T. M. (2014). Effectiveness of the Picture – Word Inductive Model of Teaching on Vocabulary Acquisition in English Among Elementary School Pupils with Different Learning Styles. Educational Extracts, 2(1), 19-29.

Jiang, X., & Perkins, K. (2013). A Conceptual Paper on the

Application of the Picture Word Inductive Model Using Bruner’s Constructivist View of Learning and the Cognitive Load Theory. Interdisciplinary Journal of Teaching and Learning, 3(1), 8-17.

Joyce, B., Weil, M., & Calhoun, E. (2004). Models of Teaching. Boston: Allyn and Bacon Publisher.

Joyce, B., Weil, M., & Calhoun, E. (2009). The Picture Word

Inductive Model: Developing Literacy across the Curriculum Models of Teaching. London: Pearson Education, Inc.

Kern, R. (2000). Literacy and Language Teaching. Oxford:

Oxford University Press.

Richards, J. C. (2006). Communicative Language Teaching

Today. Cambridge: Cambridge University Press.

Swartzendruber, K. L. (2007). The picture Word Inductive

Model and Vocabulary Acquisition. Journal of Educational Psychology, 93(3), 498-520.

Wood, K. D., & Tinajero, J. (2002). Using pictures to teach

content to second language learners: research into practice. Middle School Journal, 33(5), 47–51.