IMPROVING STUDENTS' WRITING SKILL IN ARGUMENTATIVE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL (PWIM) AT TWELVE GRADE OF SMA NEGERI 4 PEMATANGSIANTAR

Abstract

This study aimed to investigate the effectiveness of the Picture Word Inductive Model
(PWIM) in improving students’ writing skills in argumentative texts at the twelfth grade of
SMA Negeri 4 Pematangsiantar. The study was conducted in response to students’ difficulties
in generating ideas, organizing arguments coherently, and applying appropriate grammatical
structures in argumentative writing. The Picture Word Inductive Model was implemented as an
instructional strategy to help students develop vocabulary, construct ideas systematically, and
improve their writing organization through visual stimuli. This research employed a
quantitative approach using a quasi-experimental design involving two groups: class XII-6 as
the experimental group taught using the Picture Word Inductive Model and class XII-8 as the
control group taught using conventional teaching methods. Data were collected through pretest
and post-test writing tasks assessed using an analytical scoring rubric covering content,
organization, vocabulary, language use, and mechanics. The findings revealed that the mean
score of the experimental group increased significantly from 51.39 in the pre-test to 74.58 in
the post-test, while the control group showed a smaller improvement from 54.17 to 65.97. The
result of the t-test analysis showed that the obtained t-value (12.88) was higher than the t-table
value (1.99) at the 0.05 significance level, indicating a statistically significant difference
between the two groups. These findings suggest that the Picture Word Inductive Model
effectively improves students’ argumentative writing skills by enhancing idea development,
vocabulary mastery, and text organization. Therefore, PWIM can be considered an effective
instructional model for teaching argumentative writing in EFL classrooms.
Keywords: Writing skills; Argumentative text; Picture Word Inductive Model; EFL learning;
quasi-experimental research