Form Receptive to Productive Ways: Boosting Secondary School Students' Vocabularies through Picture Word Inductive Model

Abstract

The low English proficiency in secondary school students stems from internal factors such as motivation, self-confidence and rote learning; external factors such as the family and school environments. This issue is getting highly urgent due to the gap between global needs, the reality on the ground, and shifts in national policy, which will make English compulsory in primary schools in the 2027/2028 academic year. This study investigates the effectiveness of the Picture Word Inductive Model and to identify the aspects of form, meaning, and use with sub-aspect in improving the vocabulary mastery of Year 7 students based on Nation’s (2022) framework, in both receptive and productive ways. The methods using a quasi-experimental study into experimental and control group with purposive sampling, involving 64 students with 32 students each groups. The data were collected in multiple-choice test consisting of 36 items; were conducted the Shapiro-Wilk normality test showed (p < 0.05), non-parametric tests were used in this study. The Mann-Whitney U test showed a significant improve (U= 354.500; Z= -2.122; p= 0.034) on experimental group. The Friedman test showed no significant differences between all aspects through receptive and productive ways (X² = 4.692; p= 0.096 > 0,05), indicating that PWIM stimulates balanced in all aspects. And post-hoc pairwise comparisons showed that the spoken form productive sub-aspect lagged significantly (p < 0.05). In conclusion, PWIM is effective in improving vocabulary mastery, and there is no significant difference increased on the 3 aspects, Meanwhile, there are lagging significantly behind on the sub-aspect.