Enhancing EFL Students’ Descriptive Writing through the Picture Word Inductive Model (PWIM)
DOI:
https://doi.org/10.29407/y76bv176Keywords:
Picture Word Inductive Model, descriptive text, writing skills, EFL, teaching strategyAbstract
This study aims to examine the effectiveness of the Picture Word Inductive Model (PWIM) in enhancing students’ descriptive writing skills. It was conducted using a quasi-experimental design at SMAN 6 Kediri involving two classes of eleventh-grade students. The experimental group was taught using PWIM, while the control group received conventional instruction. Data were collected through writing tests administered before and after the treatment. The results showed a significant improvement in the experimental group across all writing components: content, organization, vocabulary, language use, and mechanics. Students taught with PWIM were more engaged and able to organize ideas, expand vocabulary, and construct well-structured descriptive paragraphs. The control group showed minimal improvement, mainly in mechanics. These findings indicate that PWIM is effective in supporting students’ ability to write descriptive texts by utilizing visual stimuli and structured writing stages. Therefore, PWIM can be recommended as an engaging and practical approach for teaching descriptive writing in EFL classrooms.
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