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Experimental analysis shows significant improvement in Arabic speaking skills in first-grade students, indicating FMI teaches effectively.
This study investigates the effectiveness of the Finding Missing Information (FMI) technique in enhancing Arabic speaking skills among first-grade students in Senior High School divided into an experimental group (Class X ATPH) and a control group (Class X BDP). Data were collected using pre-tests and post-tests to measure students' speaking proficiency. The results reveal a significant improvement in the experimental group's performance, with the mean score increasing from 50.9 to 72.8. A t-test analysis indicated a statistically significant difference (tₒ = 4.24 > tₜ = 1.67, df = 48, p < 0.05), confirming the positive impact of the FMI technique on students' Arabic speaking skills. These findings suggest that the FMI technique can serve as an effective instructional strategy for developing oral proficiency in Arabic.
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