THE USE OF PICTURE WORD INDUCTIVE MODEL (PWIM) TO IMPROVE STUDENTS’ VOCABULARY ACHIEVEMENT AT MTs ASSYAFI’IYAH GONDANG

ELIYA FITRI WAHYUNI, 2813123062 (2016) THE USE OF PICTURE WORD INDUCTIVE MODEL (PWIM) TO IMPROVE STUDENTS’ VOCABULARY ACHIEVEMENT AT MTs ASSYAFI’IYAH GONDANG. [ Skripsi ]

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Abstract

ABSTRACT Wahyuni, Eliya, Fitri. Registered Number Student 2813123062. 2016. “The Use of Picture Word Inductive Model (PWIM) to Improve Students’ Vocabulary Achievement at MTs Assyafi’iyah Gondang.“ Thesis. English Education Program. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Nurul Chojimah, M.Pd. Keywords: PWIM, Vocabulary, Achievement. Vocabulary is one of the most important elements that makes up the language. Without a sufficient vocabulary, the one cannot communicate effectively or express their ideas both in oral and written form. In MTs Assyafi’iyah Gondang there are still many students who have less vocabulary. It is proven by their less score in Vocabulary achievement. In response to the problem, using picture is one of the ways to overcome the problems. The researcher used Picture Word Inductive Model as a teaching strategy in helping the students problem in vocabulary achievement in MTs Assyafi’iyah Gondang. The research problem formulation is how can Picture Word Inductive Model (PWIM) improve the students’ vocabulary achievement of second grade students at MTs Assyafi’iyah Gondang in the academic year of 2015/2016? The purpose of the research is to describe How Picture Word Inductive Model (PWIM) improves students’ vocabulary achievement of second grade students at MTs Assyafi’iyah Gondang in the academic year of 2015/2016. The design used in this research is Classroom Action Research (CAR). The subject of this research is 31 students in the second grade in A class of MTs Assyafi’iyah Gondang. The first step of this research was preliminary observation. It was found that the students did not understand more vocabularies. They are weak in vocabulary achievement. The steps in implementing the research are planning, implementing, observing, and reflecting. Planning is the step in which the lesson plans are designed by applying the PWIM in the teaching strategy. PWIM is a strategy selected to improve the vocabulary achievement of 8A at MTs Assyafi’iyah Gondang. In implementing step, the researcher uses Picture Word Inductive Model (PWIM) strategy to teach the second grade students at MTs Assyafi'iyah Gondang. The vocabularies related to the topic, the researcher asked to students to find the meaning from list of difficult word. After that the teacher asks the students to find nouns and the meaning. In observing step is the process of collecting data about the effect of the applied Picture Word Inductive Model (PWIM) strategy during and after the implementation of the strategy. The test is used to get students’ scores or to measure the students’ achievement in comprehending the material at the end of each cycle. The next step that is reflecting the strategy. The researcher teach the students while the collaborator observes the students and the teacher. The result of students’ vocabulary test are analyzed based on the criteria of success. The researcher analyzes data using qualitative and quantitative method. The qualitative data are obtained from the result of interview and observation of the students’ response during teaching activities by using PWIM. Meanwhile the result of the test is classified as quantitative data. The researcher also prepared the criteria of success action acting and observing to get the needed information for vocabulary achievement, the students are taught by using Picture Word Inductive Model. The research reveals that the implementation of PWIM strategy could improve the students’ vocabulary achievement. It could be seen through the increasing mean score from preliminary test (58.5), test score of cycle 1 (68.2) and test score from cycle 2 (84.8). While the percentage from the students who passed the criteria of success also increased from preliminary study (09.67 %), cycle 1 (32.25 %), then in cycle 2 (90.32 %). Based on students’ opinion, PWIM strategy is also exciting and interesting. It could motivate the students in vocabulary teaching and learning process. They were very enthusiastic during the teaching and learning process. So, it can be concluded that PWIM strategy could improve students’ vocabulary achievement by attracting students in attending the lesson

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