PMI (PLUS – MINUS – INTERESTING) / THE IMPROVING THE STUDENTS (READING) ABILITY IN NARRATIVE TEXT THROUGH PMI (PLUS – MINUS – INTERESTING) METHOD AT SMP/SMA

 PMI (PLUS – MINUS – INTERESTING)

POSSIBLE JUDUL 

1          THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH PMI (PLUS – MINUS – INTERESTING) METHOD  AT SMP/SMA

2          THE EFFECT OF PMI (PLUS – MINUS – INTERESTING) METHOD  IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

3          THE USE OF PMI (PLUS – MINUS – INTERESTING) METHOD  IN TEACHING (READING)  ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS (READING)  ABILITY BY USING PMI (PLUS – MINUS – INTERESTING) METHOD  IN NARRATIVE TEXT AT THE SMP/SMA

This method helps students to examine all sides of an idea, topic or argument. It steers students away from their initial emotive responses to an issue and encourages them to think about the disadvantages of an idea which they may like very much. A PMI obliges them to consider all ideas, even ones they might normally reject at first sight, and to decide their stance on an idea or issue after they have analysed it instead of before.

The Procedures as follows:

1.      The facilitator may need to discuss with students the meaning of PMI and explain what each term means: Plus = a benefit, Minus = a downside, Interesting = an interesting point stemming from the topic under discussion.

2.      Students use a Plus-Minus-Interesting template to note the plus points of the issue as they see it, followed by the drawbacks and then any interesting points. Students might hopefully come to understand that ideas which they perceive to be bad can also be interesting, if they lead on to other ideas.

3.      A debrief afterwards could compare and contrast students’ PMIs, followed by an exploration of any interesting points highlighted.

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