The Picture Word Inductive Model: Its Effectiveness to Teach Writing Viewed from Students' Interest
Picture Word Inductive Model is an inquiry-oriented strategy for teaching writing that uses picture containing familiar objects to fully lead students into inquiring about words, adding words to their writing, and ultimately developing the title, sentences, and paragraphs about their picture. This experimental study aimed to find out the effectiveness of PWIM to teach writing viewed from students’ interest in the eighth grade of MTs. ASWAJA Pontianak. Sampling technique was through cluster random sampling resulting 2 classes which consist of 26 students of each class contributed to the study. Technique of data collection encompassed writing test and questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Picture Word Inductive Model(PWIM) is more effective than Controlled-Writing Strategy (CWS) to teach writing; (2) students having high interest have better writing skill than those having low interest. (3) there is an interaction between teaching strategies and the level of interest on students’ writing skill.
 Bayraktar, Aysegul. (2012). Teaching writing through teacher-student writing confer-ences. Social Behavorial Sciences, 51, 709-713. doi:10.1016/j.sbspro.2012.08.229
 Brown, H. D. (2004). Language Assessment principles and Classroom Practice.White Plains, NY: Pearson Education, Inc.
 Calhoun, E. F. (1999). Teaching Beginning Reading and Writing with The Picture Word Inductive Model. Alexandria, Virginia USA: Association for Supervision and Curriculum Development.
 Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York: Taylor & Francis e-Library.
 Elliot, S. N., Kratochwill, T. R., Cook, J. L., et al., (2000). Educational psychology; effec-tive teaching, effective learning. Singapore: McGraw-Hill book Co.
 Gall, Meredith D., Gall, Joyce P. & Borg, Walter R. (2003). Educational Research. Boston: Pearson Education, Inc.
 Harmer, Jeremy. (2004). How to Teach Writing. Edinburg gate: Pearson Education.
 Huang, Yu-Chen., & Lin, Shu-Hui. (2016). Examining charisma in relation to students’ interest in learning. Sage Journal, 17(2), 139-151. https://doi.org/10.1177/1469787416637481
 Lipstein, Rebecca L., &Renninger, K. Ann. (2015). Interest for writing: How teachers can make a difference. The English Journal, 96(4), 79-85.
 McDonald, A. K. (2010). The Picture Word Inductive Model:An effective model for vo-cabulary instruction. The University of British Columbia.
 Novia, Fitri. (2015). Promoting Picture Word Inductive Model (PWIM) to Develop Stu-dents’ Writing Skill. Premise Journal, 4(1). doi: http://dx.doi.org/10.24127/pj.v4i1.283
 Phillips, D. C., &Burbules, N. C. (2000). Postpositivism and educationalresearch. Lan-ham, MD: Rowman & Littlefield.
 Raimes, A. (1983). Techniques in teaching writing. New York & Oxford: Oxford Uni-versity Press.
 Richard, J. C, and Renandya, W. A. (2002). Methodology in language teaching. New York: Cambridge University Press.
 Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (Eds.), Second language writing: Insights for the class-room. Cambridge: Cambridge University Press.
 Swartzendruber, Kara. (2007). The Picture Word Inductive Model and Vocabulary Acquisition. Proceedings of the 3rd Annual GRASP Symposium. Wichita State University.
 Taylor, B. P. (1981). Content and written form: A two-way street. TESOL Quarterly, 15(1), 5-13.
 Wood, K. D. &Tinajero, J. (2002). Research into Practice: Using Pictures to Teach Con-tent to Second Language Learners. Middle School Journal, 33(5), 47-51.
 Wimolmas, R. (2013). A survey study of motivation in English language learning of first year undergraduate students at Sirindhorn International Institute of Technology (SIIT), Thammasat University. Proceedings ofthe 3rd International Conference on For-eign Language Learning and Teaching 2013 (FLLT 2013), "Research, Renovation and Reinforcement: Enhancing Quality in Language Education". Bangkok, Thailand.
 Zhao, Yu. (2014). How to Arouse the Students’ Learning Interest in Foreign Language Teaching: International Conference on Education, Management and Computing Tech-nology (ICEMCT 2014). China: Atlantis Press.
Copyright (c) 2018 International Journal of Language Teaching and Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to International Journal of Language Teaching and Education (IJoLTe) and Magister Program of English Education Department, Universitas Jambi as publisher of the journal.