ABSTRACT

Hamzah, Amir. 2010. Improving Beginning Reading Ability in English With

Picture- Word Inductive Model (PWIM) Grade 4 SDN Gunong Sekar 1 of
Sampang. Pembimbing (1) Prof. Dr. Punaji Setyosari, M. Ed., (2) Dr.
Dany M. Handarini, M.A.

Keyword: ability, beginning reading, PWIM, elementary school.

The research is aimed improving students’ ability in beginning reading

through picture-word inductive model on the planning stage, action stage,
and evaluation.
The research imploys in classroom action research desigh. The
research is implemented in a colaboration beetwen the teacher (practitioner)
and the researher. Every action cycle is conducted based on the action plot
consisting of planning, action, observation, and reflection.
Data of the research are the information about the process of action
(the observation result of the planning and the implementation) and the
students’reading result. The studens’ result before the action are as the basic
of improvement in the sub sequent cycles, if the mastery level is lower than
the target (70%)
The subject of the research are teacher (the practitioner) and the
students in the fourth grade of Gunong Sekar 1 elementary school of
Sampang, particulary 38 student.
The result of the research of improving the beginning reading ability
in Gunong Sekar 1 of Sampang is the aplication of the picture-word inductive
model (PWIM) consisting of pre-reading stage, reading stage, and post
reading stage. Every stage is done in one meeting and the whole stages are
conducted in tree cycles.
At the pre-reading stage, a lesson plan is designed. The lesson plan
includes the specific objectives, the materials, the learning activities, method,
media, source, and evaluation. The lesson materials are based on 2006
curriculum (KTSP), which includes reading important “events” experienced
by the students.
At the reading stage, the learning process is taking place which is
indicated by the interaction between the teacher and the students in
dialogues, questions and answers, brainstorming in order to guide students
to remember. The interesting events they have experienced. In the reading
process the students are instructed to interperet what they see (pesceptual
aspect), make inferences from the evaluate the material (thingking
aspect)and, recognize the connections between symbols and sounds,
between words and what they represent (association aspect).
At the post-reading stage, the interaction and class discussion are
carried out in order to rehearse the students to improve identification ability,
make inferences and build association between reading texts and what they
represent.
The result of the reading ability through process PWIM shows that the
students’ competence in beginning reading is improved. The improvement is
signified by the increasing of the average level of competence in which in
cycle I it is low (52,77%), cycle II (57,08%), and in cycle III it is quite high
(70,27%) it exceeds the target level (70%).
Based on the result, it is suggested that (1) the teacher in the fourth
grade of SDN Gunong Sekar 1 of Sampang should disseminate the process
PWIM in beginning reading to fellow teachers within the school, since in the
proved to be successful in facilitating and accelerating students to express
their ideas, (2) the fourth grade teacher of the school need to keep on guiding
students in reading activity, particularly about association aspect; and (3) the
researcher developed the model to facilitate students to making easy reading
English at the low grade within pictures. For that reason, the researcher
expects that PWIM of the process reading activity is used, particularly
beginning reading in general at SDN Gunong Sekar 1 of Sampang and any
other elementary schools.