|NIM / NIP||:||S890907039|
|Judul||:||The Use Of PMI (Plus, Minus, and Interesting) to Develop Students’ Critical Thinking Through Speaking Activities|
|Imprint||:||Surakarta - Pascasarjana - 2010|
|Abstrak||:||ABSTRACT The research was conducted because the students’ critical thinking is low. The students’ low critical thinking can be seen from their speaking activities. The students got some difficulties when they should state their idea, give their reasons, give facts, and hold their argument. The facts can be seen from the students’ daily activities in speaking. The research is aimed at knowing (1) whether the technique of PMI can develop the students’ critical thinking or not; and (2) how far the technique can influence the students’ motivation in following the English lesson. The research was conducted at SMP N 1 Karanganyar; the subject of the research was the first grade of Acceleration students in the Academic year of 2008 / 2009.The study applied action research technique to improve the students’ critical thinking using Plus, Minus, and Interesting (PMI). The research consists of three cycles, with three meetings in every cycle consisting of planning, action, observation and reflection in each cycle. There are two types of data in the research, namely the quantitative and qualitative data which were collected by observation, interview, questionnaire, and tests. The quantitative data were analyzed using descriptive statistics, finding out the mean of the scores in the tests. The qualitative data were analyzed using Constant-comparative technique proposed by Strauss and Glasser consisting of the following steps: (1) comparing incidents applicable to each category; (2) integrating categories and their properties; (3) delimiting the theory; and (4) writing the theory. The finding proves that the research on developing students’ critical thinking using PMI technique at the first year students of Acceleration of SMP N 1 Karanganyar is successful viewed from several dimensions. First, PMI can improve the students’ critical thinking. The result of the test held after each cycle showed that the students had better and better scores. Second, PMI can improve the students’ motivation in joining the lesson. It can be known from the students’ reflection and the result of interview. Third, PMI can improve the students’ vocabulary and pronunciation so that it implied to the improvement of their speaking ability. The students got many new vocabularies and practiced to pronounce many new words during their discussion. Fourth, PMI can improve the students’ self-confidence. The students performed their presentation better and better for each cycle. The fact was also seen during the students’ discussion. The result of the study showed that PMI technique was beneficial to improve the students’ critical thinking and improve the students’ motivation in joining the lesson. Therefore, PMI technique is very potential to be applied in speaking class.|
|File Dokumen Tugas Akhir||:||
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|File Dokumen Karya Dosen||:||-|
1. Prof. Dr. Joko Nurkamto, M.Pd.
2. Dr. Abdul Azib, M.Pd.