Engaging Indonesian EFL students in writing activities through PWIM to enhance students' cohesion and coherence in narrative text: A case study at tenth grade students of SMAN Jatinangor

Yolanda, Lely (2021) Engaging Indonesian EFL students in writing activities through PWIM to enhance students' cohesion and coherence in narrative text: A case study at tenth grade students of SMAN Jatinangor. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study is intended to find out the use of PWIM (Picture Word Inductive Model) to engage students in writing narrative text. It also investigates the students’ ability to write cohesive and coherent text after they participate in the learning writing activities using PWIM. PWIM is the learning strategy proposed by Calhoun (1999). This strategy is selected because it uses images containing keywords that are able to help students to determine what they will write in a text. This study applies a case study design of a qualitative method to explore the implementation of the PWIM strategy in writing narrative text to enhance students’ cohesion and coherence. One class of the tenth grade, which consists of 36 students, is the participants. This study also brings out nine students’ texts to be analyzed. Those students are chosen based on the English teacher’s grade document. To collect the data of the study, observation and document analysis are used. The study found that all of the stages of PWIM can be implemented. PWIM is used for two meetings. Both in the first and second meetings, students denote high participation in the learning activities. The study also found that students are able to write a cohesive and coherent text after they involve in the learning process using PWIM. Three students are categorized into a very good level, while the six students are categorized into a good level. Moreover, both cohesion and coherence devices are applied in their text. These devices also aid the students in creating presentable writing. In conclusion, PWIM strategy is recommended to be used in writing learning to help students to write cohesive and coherent text. Furthermore, PWIM makes the learning process more attractive. It increases students’ motivation in the learning process. In addition, for future research, it is suggested to use PWIM to explore another writing’s aspects.

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