The Effectiveness of Using Plus, Minus, Interesting (PMI) Strategy towards Students’ Speaking Ability at the First Year of State Senior High School 1 Ngunut

RIZA ANISATUL MABRUROH, 1723143149 (2018) The Effectiveness of Using Plus, Minus, Interesting (PMI) Strategy towards Students’ Speaking Ability at the First Year of State Senior High School 1 Ngunut. [ Skripsi ]

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Abstract

ABSTRACT Anisatul, Mab’ruroh Riza. Student Registered Number. 1723143149. 2018. The Effectiveness of Using Plus, Minus, Interesting (PMI) Strategy towards Students’ Speaking Ability at the First Year of State Senior High School 1 Ngunut. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. H. Nursamsu, M.Pd Keywords: The effectiveness, Speaking ability, Plus Minus Interesting (PMI) strategy Speaking is main skill in communication orally, and also it can be the most difficult skill for language learning to be mastered. Most of the students have difficulties in speaking. They are feel shy, afraid, and lack of vocabularies to speak English. Therefore, the researcher use plus, minus, interesting strategy in teaching speaking to know whether plus, minus, interesting strategy is effective in teaching speaking or not. Plus Minus Interesting strategy is the teaching procedure that could be applied to students’ own decisions about ideas or actions. The formulation of research problem: Is the implementation of teaching speaking using PMI strategy effective in the tenth graders of SMAN 1 Ngunut Tulungagung? Based on the formulation of research problem, the purpose of this study was to know the implementation of teaching speaking using PMI strategy effective in the tenth graders of SMAN 1 Ngunut Tulungagung. In this study, the researcher used quantitative approach, exactly in quasy-experimental design, the researcher took two classes; experimental and control class; X IPS 3 as an experimental class, and X-IPS 4 as a control class. The participants of this study comprised 70 students, especially. They were purposefully assigned as the sample of the study. In this study, the researcher conducted three steps, there are pre-test, treatment, and post-test. Before starting the treatment, pre-test was conducted to find out students’ speaking skill at the beginning, and post-test was conducted at the end of the study. Then after getting the data of students’ speaking score either from pre-test and post-test, IBM SPSS Statistic 16.00 was used computing the data. To know whether the alternative hypothesis (Ha) was accepted or not, the researcher used independent sample t-test formula. But, before using t-test formula, the researcher tested normality first. The finding shows significant differences between the result of pre-test and post-test at experimental and control class. The mean of pre-test was 45.94, while the mean of post-test was 63.71 at experimental class and the mean of pre-test was 45.37, while the mean of post-test was 50.63 at control class. Secondly, the result of Sig. (2-tailed) value in Independent sample t-test formula is 0.000. Thus means that probability is less than 0.05 (0.000<0.05). Hence, the alternative hypothesis (Ha) is accepted. This indicates that Plus, Minus, Interesting strategy is effective to enhance the students’ achievement in speaking. The use of Plus, Minus, Interesting strategy is effective towards students’ speaking ability at first grade of SMAN 1 Ngunut Tulungagung was accepted. Whereas, null hypothesis (Ho) which is stated that there is no significant difference of Plus, Minus, Interesting strategy towards students’ speaking skill at first grade of SMAN 1 Ngunut Tulungagung was rejected. Therefore it can be concluded that Plus, Minus, Interesting strategy can be used as an alternative to teach speaking skill toward students at first grade of Senior High School.

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