




































English Language Teaching Educational Journal (ELTEJ) 
Vol. 1, No. 3, 2018, pp. 176-190 
E-ISSN: 2621-6485  

  
 

Improving Students’ Writing Skills through the 

Application of Synectic Model of Teaching Using 

Audiovisual Media 

 
1
Ufi Ruhama’, 

2
Dewi Ismu Purwaningsih 

1Universitas Muhammadiyah Pontianak 
2Universitas Nahdlatul Ulama Kalimantan Barat 

ufiruhama@unmuhpnk.ac.id 

 

Abstract 

Writing might be difficult for some people (Alwasilah, 2007). Some students can speak 

English fluently and confidently, although since they have difficulties in conveying their 

ideas in writing. Thus, it needs the effective and efficient model of teaching to improve the 

teaching learning process. Synectic model of teaching is a model applied to enhance 

students’ ability to write. This model combines various forms of metaphoric thinking to see 

old ideas in different ways. In this research, the researcher used audiovisual media to 

support learning. The purpose of this research is to find out students’ improvement in 

writing descriptive texts using synectic model of teaching. The sample of the research was 

36 students of class IXD in MTsN 2 Pontianak. The research was Classroom Action 

Research using Kemmis and MC Taggart model with two cycles. The result shows that 

there is improvement in students writing skill. The mean score of pre-test is 56.01, posttest 

1 is 66.5, and posttest 2 is 87.46. It means the application of synectic model of teaching 

using audiovisual media is able to increase students’ ability in writing descriptive text. 

Keywords: writing skill, descriptive text, synectic model, audiovisual 

 

How to Cite: Ruhama, U., Purwaningsih, D.I. (2018). Improving student’s writing skills 

through the application of synectic model of teaching using audiovisual media. English 

Language Teaching Educational Journal, 1(3), 176-190.  

  

 

INTRODUCTION 

Background 

It cannot be denied that writing is the complex skills because the students 

need to comprehend spellings, grammars, sentences, vocabularies, and 

structures as the units in writing. Wasilah (2009) said that writing is considered 

difficult and people will be able to write after they have mastered listening, 

speaking, and reading skill. Writing not only gets the words down, but it also 

needs the skills to choose the words, spelling, punctuations, grammar, sentence 

linking, and text construction correctly (Phillip, 2003). 

Based on pre-observation in the class, the teacher taught students in 

monotonous ways, so the students were less motivated in learning. It caused the 

mailto:ufiruhama@unmuhpnk.ac.id


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students not interested in learning. The writing skill of the students in class IXD 

of Islamic Junior High School (MTs) N 2 Pontianak was in low category of 

proficiency. They could not convey their ideas clearly in writing because they 

had limited vocabularies, low proficiency, and were less motivated in learning 

English. These factors made them difficult to express their ideas through 

writing. 

Writing is not just about a skill, but it is more than how the writers can 

encourage or extend their thinking, ideas, and motivate themselves to 

communicate with other people through writing (Fulwiller,2002). Moreover, 

writing makes our thoughts visible, changing our thinking into print, allowing 

us to develop and encourage our ideas (Harmer, 2007). 

Writing as a complex skill needs a process to be mastered.  Some 

students can speak English well and fluently, but they find it difficult to convey 

their ideas in writing. It requires interesting methods in teaching to change 

students’ mindset in learning, such as making new habits of students in 

learning. The effective and efficient learning model can motivate the teacher to 

create and apply the creative technique in class, therefore, learning writing can 

be one of the interesting skills to be learnt. 

Writing can be learnt in various models (Wagiran and Doyin, 2005).One 

of them is writing an essay. The students are supposed to develop not only their 

ideas in making an essay, but also strategies to express their ideas, and making 

the interesting essay to be read. They have to arrange and connect their 

sentences to be a complete essay. 

The effective teaching is based on the process of teaching learning itself, 

such as students learn easily, pleasantly, and learning objectives are achieved. 

Nowadays, the teaching learning process still tends to be teacher-centered, thus 

it makes the students passive and unable to express their ideas in the class that 

affected their score (Agustina, 2016). Learning English at school is mostly 

boring. English has not been taught using innovative methods. Teachers have 

not used the teaching media in class (Prasmono, 2010). On the other hand, 

curriculum 2013 demands the students to be active and the teachers to be the 

facilitator in the process of teaching learning. During the process of writing, the 

teacher can be the facilitator, guide, and motivator (Brown, 2001 and Harmer, 

2001). 

People who love reading cannot be guaranteed that they can write well. 

The theory that states that a good reader would be a good writer is a myth 

because many people who love reading cannot write well (Pudewa, 2011). 

Indeed, people who have learning style can be a good writer because the ability 

to write belongs to all people. Anyone who is motivated to learn and always 

practice writing seriously will be able to write well (Schneider, 2011). Vivanco 

stated that the ability to write has nothing to do with the innate nature but 

related to motivation and attitudes (Vivanco, 2009). 



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State Islamic Junior High School 2 (MTsN 2) Pontianak is one of the 

favorite schools in Pontianak. As the favorite school, it demands the students to 

have good English proficiency. It interests the writer to do the research in this 

area by applying Synectic model of teaching.  

Writing can be learnt in various forms (Wagiran and Doyin, 2005). One 

of them is writing descriptive text. In writing, students are expected not only to 

be able to develop the ability to make an essay, but also expected to express 

ideas by making interesting essays to read. They have to arrange and connect 

their sentences to be a complete essay. One learning model that can be applied 

in improving students' writing skills is synectic model of teaching. Synectic 

was from Greek, it means combining the different forms. According to Gordon 

(1980) synectics is a combination of several forms using figures of speech to 

obtain new views. Therefore, the synectic model of teaching is a learning model 

which brings together several elements by using figures of speech to get new 

views. The figure of speech in the questionnaire is a metaphorical activity. 

Synectic model of teaching is a creative model of teaching. It focuses on 

the students’ creativity and students’ strategy to solve the problem using 

rational and intellectual way with rational and emotional way. This model was 

designed by Gordon and aimed to develop students’ creativity 

(Aunurrohman:2014). Synectic process involves the implementation of 

metaphor, that is the comparison between two objects, ideas or concepts. (Estes 

et al., 2010).  

Most students had difficulties in choosing the main idea when they wrote 

a descriptive text. Even after they have been explained about the main idea, 

they still had difficulties in developing and exploring their ideas. Furthermore, 

they had the negative perception about writing, i.e. writing was complex and 

difficult skill to be mastered. Therefore, the synthetic model of teaching is used 

to enhance students’ writing competency.  

In this research, the writer took audiovisual media to implement the 

synectic model to transfer the knowledge. .The use of learning model in the 

learning process could facilitate the accomplishment of the learning objectives. 

Learning media are a vehicle and delivery of information or learning messages 

to students. By using media during learning, the media can help teachers to 

improve the student achievement (Sari and Sasongko, 2013). Dunifa (2016) 

stated that it cannot be guaranteed that anyone who is diligent in reading will be 

able to write. The theory that states that a good reader would be a good writer is 

a myth because many people who love reading cannot write well (Pudewa, 

2011). Indeed, people who have learning style can be a good writer because the 

ability to write belongs to all people. Anyone who is motivated to learn and 

always practices writing seriously will be able to write well (Schneider, 2011). 

Vivanco stated that the ability to write has nothing to do with the innate nature 

but related to motivation and attitudes (Vivanco, 2009). 



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According to Wahyuningsih et al (2014), audiovisual learning media are 

one of the media that enable two senses of the students, namely sensory and 

auditory so they can improve student learning and achievement. Furthermore, 

the audiovisual media are used to make the students more interested, especially 

when the students were offered with several films which were short duration, 

have good stories, and contained the simple language to be understood, so the 

media are able to attract students' interest in understanding the subject matter. 

Synectic model of teaching using audiovisual is an interesting method 

because it provides the students to explore and experience. It creates the variety 

of writing because it gives the students many ideas to be written. This model 

has strengths, It develops the creative thinking of the students and teacher and 

helps the students to solve the problem. On the other hand, this model has 

weaknesses, it is difficult to be applied to the class with the oldest methods of 

teaching and class which does not have adequate facilities (Mutmainah, 

Aquami, 2016).  

 

Teaching Writing Descriptive Text 

According to Wagiran and Doyin (2005), writing is a language skill used 

for communicating indirectly. This skill is obtained through the process of 

learning and practicing. Writing is also a complicated process, such as  pre-

writing, observing, drafting, revising, and  the last is editing. It requires the 

ability to communicate ideas, opinions, and feelings in writing. 

This research focuses on descriptive text writing. It is related to 

characteristics, people, or things in a basic way. Kane (2000) said that 

description is about something that can be looked, can be heard and can be 

tested. 

These are the steps in writing descriptive text (Muchlisoh, 1994): 

1. Formulating the objective of the writes in writing; 

2. Observing the object carefully; 

3. Making the details about what was the writer seen, heard, and felt about 

the object, especially the object related to the purpose of writing; and 

4. Giving the additional explanation to give the special things in writing. 

 

Synectic Model of Teaching Using Audiovisual Media 

According to Joice, et. al, there are two strategies or models in teaching 

as the basic of synectic model of teaching, i.e. creating something new and 

making the strange things become familiar. It can be seen as follows. 

1. The first strategy (creating something new). 

a. First stage: the teacher asks students to describe the situation and 

topic. 

b. The second step: students make their own direct analogies, choose 

them, explore them further.  

c. The third step: students become their imagining object as they have 

chosen in the second stage.  



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d. The fourth step: Students take descriptions of the second and third 

stages, proposing some analogies conflict and choosing one of them.  

e. The fifth step: students make and take their other own  direct analogy, 

that is based on the  conflict of analogy.  

f. The last step: the teacher asks students to do the task  and uses the last 

of analogy or their syntactic experience. 

2. The second strategy (making the strange things become familiar). 

a. The first step: the teacher provides information about the new topics.  

b. The second step: the teacher proposes a direct analogy and students 

describe it.  

c. The third step: the teacher asks students to "be" a direct analogy.  

d. The fourth step: students identify and elaborate the points of similarity 

between new topic and direct analogy.  

e. The fifth step: students elaborate wherever the analogies are not 

appropriate.  

f. Sixth step: Students explain the original topic.  

g. Stage step: Students prepare a direct analogy and explore similarities 

and differences  

 

In this research, audiovisual media were used to implement the learning 

model of teaching. Learning media are an intermediary tool that can help the 

process of  teaching and learning  which aim to clarify the meaning from  the 

message delivered to make the purpose better and perfect (Pulukadang, 

2016).Sanjaya (2006) in Pulukadang (2016) states that audio visual media 

contain the sound and picture that can be seen, for example the video 

recordings in various sizes of movies, sound slides and etc. Using visualization 

in giving the material can build students interest in learning, thus the students 

will have more motivation in learning. They also make the teaching learning 

process easily and pleasantly so the students’ achievement will get 

increased.The use of audiovisual as the media of teaching in this research aims 

to improve the score of writing. 

 

RESEARCH METHOD 

This research used Kemmis and McTaggart’smodel of Classroom Action 

Researh. This classroom action research focused on efforts to change the real 

conditions happening to the expected conditions (improvement oriented ).The 

research used two cycles that each cycle consisted of 4 stages, namely planning, 

implementation, observation, and reflection. The methods consisted of: 

1. Planning 

The teacher and collaborator (researcher) prepared the process of 

teaching learning, as follows: 

a. Preparing teaching media and constructing some steps in doing the 

action. The writer as the collaborator assisted the teacher in designing 

each cycle in four meetings. 

b. Making the lesson plan which was implemented in teaching learning 

process. 



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c. Designing students’ test. 

d. Designing observation sheet. 

2. Acting 

In this level, the teacher implemented the planning, i.e. Teaching 

writing description text. The theme in this meeting was based on the 

textbook. The teaching was done in four meetings divided into two cycles. 

The teaching learning process used the synectic model of teaching with 

audiovisual media. 

3. Observing 

In this level, observation systematically in the classroom was 

conducted by the researcher. The observation was done by the observer 

when the teacher learning process took place to see the process occurring 

during the action, the impact of using the method, and the problem 

occurring in the process of teaching learning. This level was conducted to 

collect the data to improve the next process. 

4. Reflecting 

In this level, the writer reflected the impact of implemented method 

then evaluated the process of teaching learning. It was used to improve for 

the learning and teaching process in the next cycle.  

Action research model was described as spiral steps by Kemmis and 

McTaggart in Burns (2010) as follows: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1. Spiral of Classroom Action Research 

 

The research was held in MTsN 2 Pontianak. It involved class IX D, 

there were 36 students. The data collecting techniques in this research namely 



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observation, interview, and test. The researcher conducted the observation in 

the class while the teaching learning process was being done. The researcher 

observed the interaction of the students and all activities in the classroom. The 

collecting data used field notes as the tool. 

The interview was done in the pre-research to the English teacher. The 

interviewed aimed to find out the problems faced by the students in writing. 

Furthermore, the test was given to the students to know the improvement of 

students particularly in writing. It consisted of pre-test and post-test of the last 

session. The pre-test was given before the method was implemented. The post-

test was conducted to know the progress students’ writing ability of descriptive 

text. In conclusion, the tests aimed to measure the improvement writing skill of 

students. Qualitative and quantitative were used in analyzing the data. The 

qualitative was analyzed from the data in observation. Quantitative data were 

gained from the test. It was analyzed to find out the writing skill improvement 

from the test and both cycle 1 and 2 tests. The improvement was seen from the 

mean score of the results. 

The writing evaluation used the analytic method by Reid (1993). It 

elaborated the writing product into five elements, namely content, 

form/organization, vocabulary/style, language use/grammar, and mechanics. 

The categorization of students writing skills can be seen in Table 1. 

 

Table 1. The Category of the Students’ Writing Skills 

Score Categorization 

89 – 100 Excellent 

79 – 88 Good 

66 – 78 Fair 

46 – 65 Poor 

0 – 45 Very Poor 

 

RESULTS AND DISCUSSION 

The result was taken from the teaching learning process during the 

research. It was implemented in two cycles. In each cycle, the students were 

given the test to know their improvement in descriptive writing text using 

audiovisual media in the synectic model of teaching. 

The research implementation was conducted collaboratively with the 

English teacher of MTsN 2 Pontianak. Before implementing the synectic model 

of teaching, the researcher had interviewed the students about their difficulties 

in learning English. From the student’s ’interview, it can be concluded that the 

they faced the difficulties in writing. They had difficulties in conveying their 

ideas, selecting the appropriate words, and organizing their ideas in writing. 



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Before the action, the writer had conducted  pre-test to know the 

students’ ability of  writing. From the test, it can be known that the mean score 

of students was 56.01. It was categorized as poor. There were 3 students who 

had high score, 12 students that  had medium score and 21 students that  had 

low score in descriptive text writing. The students had difficulties in using the 

appropriate words or correct grammatical forms. They also had the limited 

vocabularies. They also found difficulties in making good paragraphs and using 

the correct punctuations. 

The questionnaires were delivered in the end of pre-test. It was used to 

know the attitude of the students toward the teaching learning process in the 

classroom. 

 
Table 2. Students’ Attitude of Teaching Learning Process  

before Applying Synectic Model of Teaching 

No Questions Items Students’ 

Answer 

Yes No 

1 Do you like English? 30 6 

2 Do you like English writing? 20 16 

3 Do you think that writing descriptive is difficult? 28 8 

4 Do you feel bored while studying English? 28 8 

5 Do you enjoy studying by using video/film? 32 4 

6 Do you always learn English using media? 21 15 

7 Are you willing to learn descriptive text by using 

audiovisual media? 

33 3 

8 Do you agree if learning by watching video is 

interesting? 

29 6 

9 Do you think that using media in learning can 

motivate you to study? 

28 8 

 

Based on the problems above, the researcher applied synectic model of 

teaching using audiovisual media to enhance the students writing skill. 

1. Cycle 1 

The activities as follows:  

a. Planning 

Before doing the research, the researcher had prepared the instrument 

based on the syllabus and had discussed with the teacher, such as: 

1) Arranging the lesson plan and composing the step in doing the action. 

2) Preparing the material and students worksheets and tests. 

3) Preparing the notes to write and the video recorder to record the 

activities in the process of teaching and learning. 

 

 

 

 

 



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b. Acting 

The researcher was the collaborator who helped the teacher through  

the teaching and learning in the class. 

1) The first cycle 

a) The early meeting 

(1) Opening 

The teacher greeted the students in the class and asked some 

questions as the brainstorming. The questions were about the pre 

knowledge of the students in describing something.The researcher 

gave the conclusions based on the students answer. 

(2) Main activity 

In this stage, the teacher implemented the method. The teacher 

used videos and images that could attract the students’ attention.The 

teacher explained about describing an object. Then, teacher played a 

video and asked students to describe the situation or topic they 

watched on the video. The students expressed a direct analogy, one 

was selected and developed. After that, students discussed and 

collaborated the conflicts in the video. Next, the teacher asked the 

students to review their discussion and put it in descriptive writing. 

Students were asked to read their writing in front of the classroom. 

(3) Closing 

The teacher reviewed the descriptive text characteristic and 

made a summary. The teacher asked the difficulties of writing 

descriptive text as well. Then, the teacher ended the class. 

 

b) The second meeting 

(1) Opening 

The teacher greeted the students. Then, the teacher reviewed the 

material that was taught in the last meeting. He asked some 

questions to brainstorm them.  

(2) Main activity 

The teacher reviewed the previous material and the students still 

remembered about it. The teacher showed the video and let the 

students describe the people in the video. Afterwards, the 

teacher gave the test to complete paragraph related to the 

descriptive text. They were not allowed to ask their friends 

during the test. 

(3) Closing 

After the test had been submitted, the teacher asked the 

difficulties in doing the test. The teacher and students concluded 

the material. Then, the teacher ended the class.  

 

c. Observing 

The students’ levels of interest in learning writing can be seen from 

the first cycle. The students participated actively in the process of 

teaching and learning. They answered the teacher’s questions 



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enthusiastically. Almost all the students paid attention to the 

explanation and cooperated well in the process of teaching and 

learning. The students found difficulties in writing the descriptive text, 

they lacked vocabularies and could not translate particular words. 

Besides, it was still hard for them in organizing the words to make 

them to be the sentences. Some sentences were grammatically 

incorrect. On the other side, the students participated actively in the 

class because the application of synectic model of teaching had 

motivated them in learning. They could also write the text longer than 

before. 

 

d. Reflecting 

The reflecting stage was done to evaluate the process of 

teaching learning in the first cycle. In this stage, both researcher and 

the teacher discussed some problems occurring in the class. It was 

found that the students still had lack of writing the descriptive text. 

They had difficulties in arranging the words and using the correct 

grammar. On the other hand, there was the improvement in the 

students’ score compared to the one of the pre-test. The result showed 

that the students got 66.5, which was categorized as fair. There were 7 

students who had high score, 16 students who had the medium score 

and 13 students who had low score in writing descriptive text. To 

conclude, the students still needed the enhancement in their writing, 

thus it was needed to conduct the cycle 2. 

 

2. Cycle 2 

The first cycle showed that there was enhancement in students’ 

writing, however, there were still many difficulties faced by the 

students in writing descriptive text. Thus, the research continued to the 

cycle 2 conducted in two meetings.  

a. Planning 

In this stage, both researcher and teacher revised the plan in 

teaching. They reviewed the material and gave more attention to the 

structure of descriptive text that was the aim of descriptive text, the 

generic structure of the text, and the language feature of descriptive 

text. The teacher also taught the simple present tense because the 

students had difficulties in language use.  

b. Acting 

1) The first meeting 

a) Opening 

The teacher greeted and asked some questions to the 

students. After that, the teacher invited the students to describe 

their friends to recall their information about descriptive text. 

b) Main activity 

The teacher explained the descriptive text, such as the 

structure, the purpose, the generic structure; moreover, the 



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language feature of descriptive text. After that, the teacher 

explained about simple present tense. 

Students were asked to discuss and describe the building in 

the video. Students wrote a description text assisted by the 

researcher especially in vocabularies and structures. The 

students who have finished first were asked to write on the 

board while others read their friends' writing. The teacher asked 

students to observe their friends' writing and the teacher 

corrected. Then, the teacher asked the students' understanding 

by giving an ad-shaped video and then giving the questions and 

answering the students.  

c) Closing 

The researcher concluded the lesson that has been taught. 

After the question and answer session, the class ended. 

2) The second meeting 

In this session, the researcher gave the second post-test to the 

students to know the improvement of writing skills after applying the 

second cycle. The students did the test by themselves. They were not 

allowed to ask to their friends and look at their friends’ writing.  

c. Observing 

In this cycle, there was improvement in students’ participation. 

When the teacher conducted aperception, students showed their 

enthusiastic in answering questions. The teachers also provided 

motivation to make the students not feel hesitate and silly in asking 

and answering questions. Students participated actively in process of 

teaching learning because of the media used in the classroom.  

According to the result of post-test 2, they were 34 students 

who had high score and 2 students had medium score. There were no 

students who had low score in writing descriptive text. The mean 

score of the students in writing descriptive text was 87.46.  

d. Reflecting 

In the cycle 2, it was found the improvement in students’ 

writing skill and participation in the class.  

The students were more motivated and interested in the process of 

teaching and learning. It can be seen from the observation in the teaching 

learning process. Furthermore, the analysis data on questionnaire showed that 

there was enhancement in the students’ attitude toward the process of teaching 

learning in the class. It could be seen from Table 3. 

 

 

 

 

 

 

 



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Table 3. The Result of the Second Questionnaire 

No Questions Items Students’ 

Answer 

Yes No 

1 Do you like English? 33 3 

2 Do you like writing in English? 27 9 

3 Do you think that writing descriptive is difficult? 31 5 

4 Do you feel bored while studying English? 33 3 

5 Do you enjoy studying by using video/film? 34 2 

6 Do you always learn English using media? 30 6 

7 Are you willing to learn descriptive text by using 

audiovisual media? 

35 1 

8 Do you agree if learning by watching video is 

interesting? 

33 3 

9 Do you think that using media in learning can 

motivate you to study? 

34 2 

 

Discussion 

The data collected from interview, observation and test show that there is 

improvement in students writing skills and attitudes toward learning English. 

At first, the researcher identified that the students had the low score in writing. 

The students faced the difficulties on it, such as the lack of vocabularies, the 

use of the correct grammar and punctuation, the use of the appropriate words, 

and the content of writing. They also had low motivation in writing because it 

was the most difficult skill to learn. Related to the problems, the researcher 

applied synectic model of teaching using audiovisual media. 

1. The application of Synectic model of teaching using audiovisual 

The teacher has applied the synectic model of teaching using audiovisual 

media to teach writing descriptive text to Class IX D students in MTsN2 

Pontianak. This method is effective in teaching writing because the application 

of synectic model gives two effects, they are the effect of learning and co-effect 

(Djudin, 2017). It improves the general creative ability and creative ability of 

the students. As the result, it increases the students’ ability in writing 

descriptive text. 

2. The students’ improvement in writing ability 
From the analysis of students’ mean score in writing descriptive text, it 

can be concluded that the application of synectic model of teaching using 

audiovisual can improve the students’ ability in writing. It can be seen from 

their improvement in writing test. The improvements are the ability of choosing 

the correct words in vocabulary, making good sentences,  making longer 

sentences, using the correct grammar and punctuation in the sentences. Besides, 

their regular writing practice had shown significant improvement in their 

writing result just as what Pratolo suggested in his study (2015). Their 

improvement in writing descriptive text can be seen in Figure 2. 

 



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Figure 2. Students’ Mean Score in Writing Descriptive Text Test 

 

Based on Figure 2, it can be summarized that the students make the 

improvement in writing skill. The mean of pre-test is 56.01, post-test 1 is 66.5, 

and post-test 2 is 87.46. It means that the application of synectic model of 

teaching using audiovisual media can improve students’ ability in writing 

descriptive text. 

 

CONCLUSION 

Based on several stages of the research that has been done, it can be 

concluded that the use of the synectic model of teaching in writing was very 

effective to increase the students’ abilities in writing descriptive text. The 

implementation of this method helps the students in understanding and 

expressing their creative ideas in writing through the learning activities. This 

method not only makes students able to put creative ideas in writing but also 

help students be more motivated to learn and discuss groups and train them to 

participate actively in the process of learning. 

The results of this study indicate that this method is very effective in 

improving students' writing in English. Therefore, it is expected that English 

subject teachers at MTsN2 Pontianak can apply this method in the process of 

teaching learning to make the students active in thinking, expressing their ideas 

and participating in class discussions, so it can create the fun teaching learning 

process. 
 

 

 

 

 

0

20

40

60

80

100

Pre-test Post test 1 post test 2

60 70 80



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