The effects of picture word inductive model (PWIM) toward student’s early reading skills of first-grade in the primary school

Eges Triwahyuni, I Nyoman Sudana Degeng, Punaji Setyosari, Dedi Kuswandi


The difficulties for first-grade students in the primary school in reading, particularly unfamiliarity with the alphabet, obstruct their communication due to the inability to use the right words and proper spelling. These issues lead to low reading comprehension. The use of inappropriate learning models for early reading skills and inaccurate learning media creates difficulties for students in reading. As such, to improve their reading comprehension, the use of PWIM with the emphasis on students' ability to think inductively is considered to be the right solution. This study aims to investigate the influence of PWIM on early reading skills in first-grade students of primary school in Indonesia. This study used a quasi-experimental model with a control group pre-test and post-test. The data analysis techniques involved the T-test and gain score test. The results of the study acknowledged significant difference in reading skills toward early reading skills. PWIM posed a significant influence on the early reading skills of primary students, compared to conventional teaching using textbooks. PWIM was proven influential to empower the inductive thinking of primary school students.


PWIM, Early Reading Skills, First-Grade Primary School

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