Concept of List Group Label (Definition and Step)
- Definition of List Group Label
According
to Jetton & Dole (2004) List-Group-Label is very similar to Brainstorming,
but the benefit of this activity is that students organize the knowledge that
they have generated. List-Group-Label is an easy-to-use strategy that uses
listing, grouping/labeling, and follow-up.
List-Group-Label is a way to teach students to organize verbal concepts
Bevington
(1988) defines list group label strategy helps students work with new
terminology and internalize vocabulary.
It teaches students vocabulary and builds their critical analysis
abilities, because it requires them to think about how to group or categorize
things, and why they are doing so. A
list-group-label should also help students to organize their thought processes
Taba
(1967) List-Group-Label (LGL), also called semantic mapping, is designed to
encourage children to improve their vocabulary and categorization skills, organize their verbal concepts, aid them in
remembering and reinforcing new words, and activate their prior knowledge about
the subject.
The rationale behind this strategy is based on the notion that categorizing words can help children organize new words and experiences in relation to previously learned words. LGL attempts to improve upon the way in which children learn and remember new words.
- Step of List Group label
Taba
(1967) defines tree step of list group label as follows
a. List
The teacher
begins the LGL lesson by selecting a one or two-word topic to serve as a stimulus
for listing words. The stimulus topic is written at the top of the board or
student's paper. Topics should be drawn from the materials that children are
reading and from which they are learning.
b. Grouping/label
The teacher
will read the list orally, pointing to each word as it is pronounced. For older
children this step may not be necessary, but it is cautioned that even older
readers, particularly struggling readers, may benefit from it. The children are
then instructed to make smaller lists of words related to the topic, using only
words from the large list that the class generated. These smaller groupings
should consist of words that have something in common with one another; and
each grouping should have at least three words in it. Words from the large list
may be used in more than one smaller group, as long as the groupings are
different.
c. Follow up
Using another
part of the chalkboard or piece of paper, the teacher solicits and records
categories of words and their labels from the children, one grouping at a time.
After a category is recorded, the child offering the group must state verbally
why the words have been categorized in the particular way stated. In this way,
all children can see category possibilities that may not have occurred to them
Based on
Clark (2007) defines four step of list group label strategy there are
a. TOPIC: Place the topic or key word on
the board or overhead.
The teacher
chooses the key word or topic to be analyzed prior to beginning the LGL
strategy Begin by asking the students to look at the topic word and to think
about all the terms that they know that relate to this word. Provide students with some time to think about
their responses.
b. LIST – list all the words related to the topic
word.
Call on
students one by one to share their vocabulary words with the group. As the students generate these terms, write
them on an overhead transparency or on the board so that everyone can read
them. Discuss any of the terms that
might be difficult or unfamiliar.
c. GROUP – categorize the vocabulary words.
When the
students have exhausted their responses, allow the students to place the terms
in categories. (Remember, this is not
the time to label the categories.) Discuss the possible reasons for placing
words or terms in particular groups.
Many terms may fit into several categories or groups.
d. LABEL – label all the categories or groups
To refine the categorization skills of students, assign labels as a class to the various categories that have been developed
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