USING PLUS MINUS INTERESTING ( PMI ) STRATEGY TO IMPROVE THE STUDENTS' READING NARRATIVE SKILLS UNDER GRADE EIGHT STUDENTS AT SMPN 1 BATANGHARI. This means that the use of plus minus interesting strategy in reading can improve the student's reading skill in the eight graders of SMPN 1 Batangahri in the academic year 2018/2019.
حارشنلإا
Indeed, with hardship(will be) ease
Al-insyirah, 6)
This thesis is titled “Using a plus minus interesting (PMI) strategy to improve student reading skills in the eighth grade students of SMPN1 Batanghari in the academic year 2018/2019”. The sketch location of SMPN 1 Batangahari Figure 3. The result of the students' score on the pre-test Figure 4.
INTRODUCTION INTRODUCTION
Background of the Study
Students must learn to read effectively so that they can find the information according to a text. In addition, students have low motivation in reading narrative skills and the teaching technique used by the teacher is unattractive and monotonous.
Problem Identification
The researcher assumes that in order to motivate the students to learn English, especially the reading ability is low, the researcher is interested in using PMI Strategy to help students' reading ability. The writer narrows down the problem, the students find the difficulties in reading narrative skills.
Problem Formulation
From the above identification, the writer focuses on the teacher who has not yet used an effective technique in teaching reading.
The Objective and Benefit of the study 1. The Object of the Study
- Benefits of the study a) For the Students
So, the writer uses plus minus interesting strategy (PMI) to improve students' narrative reading skills among eighth graders in SMPN 1 Batanghari East Lampung. How to improve the quality of teaching and learning in general in the English subject at SMPN 1 Batanghari.
Prior Research
2Wiwin Widya Astuti, “Improving the students' speaking ability by using Plus Minus Interesting (PMI) strategy (A classroom action study on eighth grade students of smpn 2 Margorejo Pati in academic year Encounter, (Semarang: IAIN Walisongo Semarang ), Vol.. Subsequently, from the second previous study, it is known that the use of plus minus is interesting to improve the speaking skills of the students.
The Concept of Reading Narrative Skill 1. The Definition of Reading Narrative Skill
In addition, Johnson emphasizes that reading is a constantly developing skill.6 Reading practice plays an important role for a reader in developing their reading skills. Based on quotations above, narrative reading is one of language skill that allows a person to derive meaning and draw moral conclusions from narrative text.
The Concept of Narrative text
- The Characteristic of Narrative Text a. Language Feature of Narrative Text
- Kinds of Narrative Text
- Skills to Read Narrative Reading
- Assessing Reading Narrative Skill
- Teaching Reading through PMI Strategy
- The advantages and dissavantage of Plus Minus Interesting 20
- The dissadvantages of Plus Minus Interesting
Therefore, there are many skills that students need to understand in order to read narrative reading. According to Bono in Robert Fisher that “Plus, Minus, Interesting is a strategy that aims to force you to think about any situation before making a judgment about it.
Action Hypothesis
Plus Minus Interesting can be done individually, with a small group or with the cloud class. One of the drawbacks of plus minus interesting strategy is that some students find it difficult to consider a perspective other than their own.21.
Variable and Definition Operational Variable
- Dependent Variable
- Independent Variable
The independent variable of this research is the use of Plus Minus Interesting (PMI) which can be defined as a method that can make it easier for students to study reading skills in the classroom. Moreover, the indicator of this variable is that the student can concretize and be interested in what reading ability is.
Setting of the Study
Plus Minus Interesting is one of the methods to make teaching and learning literacy more fun and enjoyable. The way to measure in independent variable was through observation and measuring instrument using observation sheet.
Subject of the Study
Procedureof the Research
- Planning
- Acting
- Observing
- Reflecting
The writer instructs the students to read narrative text to identify the students' real ability and difficulties in reading narrative text. After the pra survey is done, the writer moves on to the next step of classroom action research.
Data Collection Technique
- Test
- Documentation
- Observation
- Field Notes
The pretest was given in the first meeting before doing treatments to know the students' abilities before doing the planning in action research. The post-test was given at the last meeting after conducting treatments to find out if the treatments made any contribution to the students' performance in class.
Research Instrument
Data AnalysisTechnique
Indicator of Success
RESULT OF THE RESEARCH 1. Description of Research Location
- Mission of School
- Description of the Research
Guru Bahasa Indonesia Indo 48 Susi Nawanti, S.Pd P S1 Guru Agama PAI 49 Sutri Wuryani, S.Pd P S1 Guru PKn. Ruang Keterampilan Qolam Ruang Kelas Ruang Kelas Ruang Kelas Ruang Kelas Ruang Kelas Gudang Ruang Kelas. Tindakan penelitian ini adalah menggunakan strategi menarik plus minus (PMI) untuk meningkatkan keterampilan membaca siswa.
The writer told the students that the writer would conduct the research in their classroom in order to know their reading ability before they did the action research in the classroom. Source: SMPN 1 Batanghari Grade VIII Reading Preliminary Test Result 24 July 2019.
Acting
At this stage, the classroom situation was effective because the collaborator submitted to the writer to ensure the effectiveness of the students before the writer did research in the classroom. The writer asked the students to open the manual to page 95 which is the text for "Kundang Mountain" and asked the students to read it. Then, the writer gave the students narrative text and asked the students to read the text.
Then the author asked the students to make notes and conclusions about the key word they underlined. When the time was up, the writer named one of the students as standing. Like, some of the students were not confident to underline the text because they are confused that their result is true or false.
The author began the lesson by praying, greeting, checking the attendance list and asking the students' condition. Then, at the end of this meeting, the author gave posttest cycle I with similar task on pretest before. The result of the students' test in post-test 1 was better than test in pre-test before.
Post-test 1
Observing
During the treatment, the observer also observed the students' activities during the learning process.
The Student's activity
Reflecting
From the observation of the results in the learning process in the first cycle, it can be concluded that the Minimum Mastery Criterion (MMC) of the research has not yet been achieved in the learning process. At the end of this cycle, the researcher analyzed and calculated all the processes, such as the students' pre-test score and the students' score.
Improving Explanation
- Planning
The comparison of the percentage of the students' completeness score on pre-test and post-test I. Subsequently, the students who did not meet the minimum standard criteria were 83% or 25 students in the <70 interval. The writer and collaborator prepared the lesson plan and observation sheet of the students' activities, identified the problem and found the causes of the problem in the first and last learning activity.
The writer also planned to give assessment to measure students' mastery of the given materials. The writer began the lesson by greeting, praying, checking the attendance list and asking how the students were doing. Then, the writer explained to all the students about the problem of reading ability that the students often encounter through the effective strategy; plus minus interesting strategy.
This meeting used to place test II at the end of cycle II, for 2x45 minutes after the students gave the action. In learning process there were also four indicators that were used to know the students' activities as before in learning process. The students' activity that had a high percentage was the students paying attention to the teacher's explanation 86.66%, then, the students asking/answering the teacher's question 83.33% and.
Learning activities
- Interpretation
- Result of Students Learning
- Comparison of Score in Pre-Test, Post-Test I in cycle I, and Post-Test II in Cycle II
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students‟ learning activities data was gotten from the whole
- Discussion
- Conclusion
- Suggestion
Based on the above result, the researcher indicated that the learning process in cycle II was successful because the activity percentage of the students was >70%. The table above showed that the students' scores on post-test II were diverse. In this study, the author conducted the post-test I to know the reading ability of the students after implementing the treatment.
We can conclude that most students failed to achieve the material. c. Pupils' result after exam II. Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant increase in the students' scores. Based on the graph above, we could conclude that plus or minus an interesting strategy could improve the student's reading ability.
The writer chose a plus minus interesting strategy to improve the reading skills of the students. Based on the explanation of cycle I and cycle II, it can be shown that the use of plus minus interesting strategy can improve the reading skills of the students. The result is that the students' score improves because they are trained with plus minus interesting strategy.
APPENDICES
Kompetensi Inti
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pembelajaran
Strategi Pembelajaran Plus Minus Interesting Strategy
Media, Alat, dan Sumber Pembelajaran
Kegiatan Pembelajaran Pertemuan ke-2
- Pendahuluan ( 10 Menit)
- Kegiatan Inti a. Mengamati
- Penutup a. Refleksi
- Penutup a. Refleksi
- Penilaian Hasil Belajar 1. Rubrik penilaian
- Mencoba
- Menyimpulkan
- Pendahuluan ( 10 Menit)
- Kegiatan Inti f. Mengamati
- Penutup c. Refleksi
- Penilaian Hasil Belajar 2. Rubrik penilaian
Dengan bimbingan dan arahan guru, siswa bertanya dan bertanya tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut. c.Mengumpulkan informasi. Siswa menarik kesimpulan berdasarkan kata kunci yang digarisbawahi dalam teks naratif. d. Siswa berdiskusi dengan teman sebayanya tentang fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks berbentuk narrative. e.
Siswa diminta untuk membaca teks naratif dan belajar menemukan ide pokok, informasi detail dan informasi spesifik dari teks naratif secara lebih cermat dengan mengidentifikasi fungsi sosial, unsur kebahasaan dan struktur teks. Siswa berdiskusi dengan teman sebayanya tentang fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks berbentuk narrative. Guru menyampaikan garis besar ruang lingkup materi dan penjelasan kegiatan yang akan dilakukan siswa untuk menyelesaikan latihan dan tugas dalam pembelajaran.
Dengan bimbingan dan arahan guru, siswa mempertanyakan dan menanyakan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut. H. Siswa membuat kesimpulan dari kata-kata kunci yang digarisbawahi dalam teks naratif. Saya. Siswa berdiskusi dengan teman sebaya tentang fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks berbentuk narrative. J.
