Review Journal

Hello everyone... ^_^

Yesterday, I discussed the introduction of the International Journal (Picture Word Inductive Model: Its Efficiency to Teach Writing Viewed from Students' Interest, By Rahayu Meliasari, Ngadiso and Sri Marmanto) that I discussed. And now I will discuss the literature review section.

  

 

II. Literature Review

In the literature rivew in the Journal is divided into several sub-topics, such as (1) Teaching Writing, (2) Picture Word Inductive Model, (3) Controlled - Writing Strategy and (4) The Nature of Students' Interest.

Teaching writing is a term which is all in the form of actions, work and activities. Which in which there are teaching activities carried out by a teacher to students. Teaching is the process of facilitating learning, allowing students to learn, and establishing conditions for learning (Brown, 2001). Therefore, teaching means activities that help a student in understanding the knowledge delivered. Therefore, teaching writing at school is the duty of a teacher. Which is where the teacher must prepare a method or method so that students can easily understand the writing skills in English. However, over the years writing teaching has only emphasized writing products not processes (Harmer, 2004). Students are directed at what rather than how they produce text. In fact, the results of the research shown by Bayraktar (2012) show that a better understanding of the writing process leads to the success of writing. Therefore , teachers must consider appropriate strategies in teaching writing which ones emphasize the process. They are a way to make students plan, ways to encourage them to compile, reflect and revise and ways to respond to student writing.

Then came the ideas or ideas in response to the problem, using the Picture Word Inductive Model (PWIM) technique . Basically, Picture Word Inductive Model (PWIM) is a strategy that uses image excellence as a learning medium in the teaching and learning process. Accord ing to Calhoun (1999, p. 21) PWIM is an inquiry-oriented language arts strategy that uses images containing objects and actions known to obtain words from the vocabulary of listening and speaking of children. This is based on the idea that a model of teaching that uses images and words can induce student thinking inductively, from special thinking (see pictures and words) to general thinking (making available words into paragraphs). Because each student must like pictures, especially colors. Therefore PWIM is a strategy used by all classes, small groups, in pairs, or individually to direct students to ask questions about words and add vocabulary, find phonetic and structural principles , and engage in other reading and writing activities. (Wood & Tinajero, 2002). A strategy that knows no age, which is easy to apply in various conditions.

             Basically PWIM is a language teaching process that involves the basic steps of identifying images, searching for new words, hearing new words correctly, and watching the teacher model how to use vocabulary at various levels. Thus, this is an effective strategy for all ages of students to learn a second language because students have the opportunity to learn from authentic materials (McDonald, 2010). In a more specific way, there are several ways to apply the inductive model to the words in the class. In the first step, the teacher selects images for students. Second, ask students to identify what they see in the picture. The third step, the teacher labels the image by drawing a line from the object or area identified, uttering the word, writing the word, asking the student to spell the word out loud and then saying it. Soon after, students are asked to find as many words as possible to develop their ideas. The next step is to direct students to make the title of the picture word chart. Then, students are asked to make sentences using the words they get from the word word chart. After completion, the teacher asks students to arrange the sentence into a good paragraph. In the end, the teacher asks students to read and review their paragraphs to be more complete and good. With the steps above can help implement the process properly and correctly.

Controlling - Writing Strategy is one of the conventional teaching methods that is quite well known and widely used by teachers for years. Controlled writing is a practical strategy to help students put words on paper by strengthening grammar, vocabulary, and syntax in context (Silva, 1990; Raimes, 1983). This means that when students write paragraphs, they use written English conventions, such as indentations, punctuation, and words of instruction , and spelling. With this controlled content section , it is relatively easy for students to write and avoid mistakes, which make error correction easily.

Another thought proposed by Brown (2004: 225), that writing is controlled can also be considered as a form of writing focus or grammar writing. A lot of writing at this level is the display of writing that has a backward position with real writing students produce language to display their competence in grammar, vocabulary, or sentence formation, and do not need to convey meaning for authentic purposes. The influence of learning activities in CWS remains the traditional way. Taylor (1981) suggested that when implementing a controlled writing strategy, the teacher must: (1) provide modeling to students. At this stage, the teacher provides examples of text for students; (2) asking students to read the text; (3) asking students to discuss or exchange ideas, at this stage, students are asked to make generalizations and to see the relationships and relationships between their observations, thoughts, and facts; (4) asking students to work individually to write par-agraf on the topic; (5) ask students to discuss the paragraph that has been made.

The Nature of Students' Interest we cannot deny holds enormous power in the success of learning. Several studies have been conducted relating to students' interest in learning and there are several definitions of interest taken from several experts. Interests and goals are two important factors that cannot be separated to increase student involvement and outcomes in learning (Chen & Ennis, 2004; Chen & Shen, 2004; Chen, 2001; Hidi & Harackiewicz, 2000). Elliot (2000, p. 349) emphasizes that interest is a characteristic that is constantly shown by the relationship between a person and an activity or object. This means that when these activities are suitable, good and pleasant, then students will show their abilities (leading to the ease with which they do). And as a result, will add additional points for students and teachers. Another view from Zhao (2014) states that attraction is a kind of emotional stimulation status and tends to make people excited to know things and excited about some activities. This means that interest in making students able to achieve learning goals, especially when there is interest in learning about something. When students become interested in lesson learning, they will easily participate actively, and be willing to explore and develop new abilities.