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SKRIPSI IMPLEMENTING PWIM TO WRITE DESCRIPTIVE TEXT AT THE TENTH GRADE OF SMK NEGERI NUSAWUNGU IN THE SCHOOL YEAR 2021/2022: STUDENTS’ PERCEPTION

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ABSTRACT
Astuti, Tihfani. 2022. Implementing PWIM to Write Descriptive Text at the Tenth Grade of SMK Negeri Nusawungu in the School Year 2021/2022: Students’ Perception. An Undergraduate Thesis. English Education Department. Faculty of Education and Teacher Training. Universitas Tidar. Advisor 1 Dr. Sri Sarwanti, M.Hum., Advisor II Agnira Rekha, M.Pd.
Keywords: PWIM, writing, descriptive text, perception
Writing is an ability that involves conveying information in written form. The students feel difficult to write a text, including a descriptive text. The use of interesting strategies will increase students' enthusiasm and be useful for students to reduce their difficulties in learning to write a descriptive text. PWIM (Picture Word Inductive Model) is one of the strategies that can be used in writing descriptive text. Therefore, the students have their views about the strategy or learning variation they use. The objectives of this study were (a) to investigate how the tenth graders of SMK Negeri Nusawungu in the school year 2021/2022 perceive using PWIM to write a descriptive text, and (b) to investigate the advantages of using PWIM to write descriptive text for the tenth graders of SMK Negeri Nusawungu in the school year 2021/2022. The research method employed qualitative research. The subjects of this study were 36 tenth graders (X accounting 2) of SMK Negeri Nusawungu who joined learning to write descriptive text applying PWIM strategy. The writer used observation, a questionnaire, and an interview to collect the data. The results of this study indicated that students were interested in receiving the implementation of PWIM in writing descriptive text. The observation results showed that 65.3% of students in the first meeting and 74.5% of students in the second meeting attended the learning of writing descriptive text using PWIM well. It indicated that more than half of the students were active, listened to the teacher's explanation, wrote the important thing, participated in group discussions, asked the teacher about the difficult material, and did the tasks in both meetings to write descriptive text using PWIM. The questionnaire results showed that most students agreed and strongly agreed with positive statements regarding the use of PWIM related to interest, convenience, activeness, comfort, and self-confidence. 40.3% of students strongly agreed and 43.5% agreed with the positive statements. Only 13.1% of students answered neutral, 2% disagreed, and 1.3% strongly disagreed. The interview results showed that all ten students interviewed responded that PWIM is useful for learning to write descriptive text. It gave some advantages, such as making students more interested, engaged, and comfortable in the learning process, reducing boredom, improving vocabulary, adding ideas to create a descriptive text, being easier to use than other strategies, increasing confidence in writing, and being easier to implement in the writing process. It can be concluded that students felt more pleasant when using PWIM in writing descriptive text and got some advantages. It is suggested that PWIM strategy can be applied to other subjects and skills.

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Ketersediaan

45-UN57.U1-SING-VIII-2022

INGGRIS AST I 2022

Ruang Skripsi (BAHASA INGGRIS)

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Judul Seri

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No. Panggil

INGGRIS AST I 2022

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2022

Deskripsi Fisik

XV;83HAL;29.5CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS

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