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JUDUL SKRIPSI BAHASA INGGRIS YANG MASIH JARANG DIGUNAKAN SERTA LANGKA TERBARU VERSI AMINLIMPO.COM UNTUK READING, WRITING, SPEAKING DAN LISTENING / ALL SKILL / SUB SKILL PART 1

JUDUL SKRIPSI BAHASA INGGRIS YANG MASIH JARANG DIGUNAKAN SERTA LANGKA TERBARU VERSI AMINLIMPO.COM UNTUK READING, WRITING, SPEAKING DAN LISTENING / ALL SKILL / SUB SKILL PART 1

Berikut 51 judul skripsi bahasa inggris yang masih jarang digunakan dan terbaru versi aminlimpo.com Part 1

INFO DAN FILE LENGKAPNYA KLIK DI SINI ATAU HUB 085398507498 DAN TERSEDIA DI CHANNEL YOU TUBE PEJUANG SKRIPSI

No.

MODEL

POSSIBLE JUDUL

DECRIPSI

SKILL

1

Preconception /  Misconception Check

THE IMPROVING THE STUDENTS (READING)  ABILITY IN RECOUNT TEXT THROUGH Preconception /  Misconception Check AT SMP/SMA

Focus is on uncovering prior knowledge or beliefs that hinder or block new learning; can be designed to uncover incorrect or incomplete knowledge, attitudes, or values.

(READING)

2

Two Column Method

THE EFFECT OF Two Column Method IN TEACHING  (READING/WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

A discussion leader helps participants more fully consider a problem, issue, or concept by employing a two-column method of generating and recording responses to a prompt

 (READING/WRITING)

3

One Sentence Summary

THE USE OF One Sentence Summary IN TEACHING  (READING/WRITING)  ABILITY AT SMP/SMA

Students answer the questions “Who does what to whom, when, where, how, and why?” about a given topic and then creates a single informative, grammatical, and long summary sentence

 (READING/WRITING)

4

Muddiest Point

THE INFLUENCE STUDENTS  (READING/WRITING)  ABILITY BY USING Muddiest Point IN RECOUNT TEXT AT THE SMP/SMA

Considered by many as the simplest assessment, students respond to one question (What was the muddiest point in ___?); well suited to large, lower division courses but not to those which emphasize integration, synthesis and evaluation.

 (READING/WRITING)

5

Preconception /  Misconception Check

THE IMPROVING THE STUDENTS (READING/SPEAKING) ABILITY IN RECOUNT TEXT THROUGH Preconception /  Misconception Check AT SMP/SMA

Structured controversy is a systematic, and sequential method for stimulating critical and creative thinking, promoting student collaboration, and ensuring that students view an event or problem from multiple perspectives.

(READING/SPEAKING)

6

GIVE ONE-GET ONE

THE EFFECT OF GIVE ONE-GET ONE IN TEACHING  (READING/WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This activity is designed to help students access prior knowledge.  It promotes connection between students and allows the teacher to also get some feedback about prior learning

 (READING/WRITING)

7

TICKET OUT THE DOOR

THE USE OF TICKET OUT THE DOOR IN TEACHING (WRITING) ABILITY AT SMP/SMA

This activity is also called an exit ticket and it provides an opportunity for the students to give low risk/stakes written feedback to the teacher.  It allows the teacher to also get some feedback about student learning and even measure the effectiveness of different learning strategies being used in class

(WRITING)

8

FOUR CORNERS

THE INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING FOUR CORNERS IN RECOUNT TEXT AT THE SMP/SMA

This cooperative technique provides an opportunity for learners to deepen their understanding by exploring issues and expressing opinions. The technique can energize a lesson by providing movement and interaction with peers

(READING, WRITING, LISTENING, SPEAKING)

9

LINE OF AGREEMENT (VALUE LINE)

THE IMPROVING THE STUDENTS (READING, LISTENING) ABILITY IN RECOUNT TEXT THROUGH LINE OF AGREEMENT (VALUE LINE) AT SMP/SMA

Students have the opportunity to learn to identify and assess their own view and understanding. They also become aware of and appreciate other perspectives. This is also a good strategy for a facilitator to use to open a discussion about a particular subject

(READING, LISTENING)

10

FLASH REVIEW

THE EFFECT OF FLASH REVIEW IN TEACHING (READING, LISTENING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This is an activity that would adapt well to any size of classroom.  As the scale increases, allow for more time to complete the activity.

(READING, LISTENING)

11

ELICIT-CONFRONT-RESOLVE

THE USE OF ELICIT-CONFRONT-RESOLVE IN TEACHING (READING, WRITING, LISTENING, SPEAKING) ABILITY AT SMP/SMA

This is an activity that would adapt well to any size of classroom. As you increase the scale of any activity, make sure you allow for additional time.  Clarifying with students after the class with a summary of the discussion and the new way of looking at the issue/problem. These can be posted online or sent by email. It will help to make sure that students are on the "same page"

(READING, WRITING, LISTENING, SPEAKING)

12

THE FINAL WORD

THE INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING THE FINAL WORD IN RECOUNT TEXT AT THE SMP/SMA

This activity would work well in any size classroom. However, with a larger group, you would need to change the way that you introduce the activity (i.e., simplify instructions, and make sure that they are both on the screen as well as on a handout so that people can refer to it).  You would also need to change the way that you facilitate the sharing-simplifying the process.

(READING, WRITING, LISTENING, SPEAKING)

13

ART SPIRAL

THE IMPROVING THE STUDENTS (READING, SPEAKING) ABILITY IN RECOUNT TEXT THROUGH ART SPIRAL AT SMP/SMA

This activity allows pupils to personally reflect and communicate their thoughts, ideas and feelings in a creative way on a particular issue.

(READING, SPEAKING)

14

BACK-to-BACK

THE EFFECT OF BACK-to-BACK IN TEACHING (SPEAKING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This activity encourages pupils to work together and to develop clarity in communication and observation. It also promotes active auditory skills. It can be easily transferred into different learning areas.

(SPEAKING)

15

CAF (Consider All Factors)

THE USE OF CAF (Consider All Factors) IN TEACHING (READING/SPEAKING) ABILITY AT SMP/SMA

This methodology encourages pupils to think about all the relevant factors when making a decision or considering an idea. It is a useful tool before deciding and planning a particular course of action, and can be used in conjunction with a possible carousel activity to gather together a comprehensive list of factors which may determine a decision or idea.

(READING/SPEAKING)

16

COLLAGE

THE INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING COLLAGE IN RECOUNT TEXT AT THE SMP/SMA

This kinaesthetic activity asks pupils to represent their views on an issue or concept in a visual, creative and engaging way. It encourages pupils not only to communicate effectively, but also to develop their interpretation skills of other people’s work

(READING, WRITING, LISTENING, SPEAKING)

17

CONSCIENCE ALLEY

THE IMPROVING THE STUDENTS (READING)  ABILITY IN RECOUNT TEXT THROUGH CONSCIENCE ALLEY AT SMP/SMA

This role-play strategy allows pupils to gain a quick synopsis of all the issues related to a specifi c topic. It has the advantage over ‘standard’ role play in that it can be carried out reasonably quickly. It might be particularly useful for younger or less able pupils since they do not have to remain in role for very long.

(READING)

18

CONSEQUENCE WHEEL

THE EFFECT OF CONSEQUENCE WHEEL IN TEACHING (READING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This activity encourages pupils to think about the direct and second order consequences of a particular event or action. Pupils map these consequences in a visual manner.

(READING)

19

CONSTRUCTING WALLS

THE USE OF CONSTRUCTING WALLS IN TEACHING (READING)  ABILITY AT SMP/SMA

This activity allows pupils to consider what points may be most relevant when considering a key question. It subsequently asks pupils to prioritise ideas and information on the question and discuss justifi cations for their choices

(READING)

20

CREATIVE MATRIX

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING CREATIVE MATRIX IN RECOUNT TEXT AT THE SMP/SMA

This activity encourages pupils to think creatively about a series of (hypothetical) scenarios, options, ideas and events. It stimulates thinking and problem-solving skills and may allow pupils to see issues from fresh perspectives. Pupils work in groups to explore alternatives and to build constructively and creatively on the ideas of others.

(READING)

21

DARTBOARD EVALUATION

THE IMPROVING THE STUDENTS (WRITING) ABILITY IN RECOUNT TEXT THROUGH DARTBOARD EVALUATION AT SMP/SMA

This evaluation technique is a useful quick method for receiving feedback on an activity or event. It is non-verbal and involves no writing.

(WRITING)

22

DOT VOTING

THE EFFECT OF DOT VOTING IN TEACHING (READING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This evaluation technique is a useful quick method for prioritising a set of ideas or options. See Ideas Funnel for an activity which asks pupils to justify their priorities

(READING)

23

EACH ONE TEACH ONE

THE USE OF EACH ONE TEACH ONE IN TEACHING (READING)  ABILITY AT SMP/SMA

This is an alternative way of transferring a large amount of factual information amongst pupils. Rather than the teacher lecturing or dictating, pupils share a selected piece of information relevant to the topic with their peers.

(READING)

24

FACT or OPINION

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING FACT or OPINION IN RECOUNT TEXT AT THE SMP/SMA

This activity asks pupils to judge whether something is a fact or just an opinion (value-laden). In an increasingly pluralistic society, distinguishing fact from opinion based on evidence is an important skill. This challenging activity encourages pupils to consider the nature of knowledge – often there may be no clear-cut answer. Pupils work in groups to discuss their stance. An effective approach to this activity will include a debriefi ng session afterwards

(READING)

25

FIST-TO-FIVE

THE IMPROVING THE STUDENTS (READING)  ABILITY IN RECOUNT TEXT THROUGH FIST-TO-FIVE AT SMP/SMA

This simple activity encourages pupils to determine how confi dent they feel that they’ve achieved what was expected by the end of a lesson or session. It might also be used by pupils as a means of expressing how confi dent they are that they know the response to a question which has just been posed by the teacher/facilitator. For the latter, this activity allows an instant assessment of how well a class or group may have grasped an issue or topic

(READING)

26

FREEZE FRAME

THE EFFECT OF FREEZE FRAME IN TEACHING (READING, WRITING, LISTENING, SPEAKING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This physical activity can be a useful tool for encouraging pupils to engage in discussion about a particular issue. Pupils are asked to pose as a still image representing a particular signifi cant moment

(READING, WRITING, LISTENING, SPEAKING)

27

GIANT STEPS

THE USE OF GIANT STEPS IN TEACHING (SPEAKING) ABILITY AT SMP/SMA

This is a useful activity for exploring diverse opinions and emotions as regards a particular issue. It might be used as a lead into a particular topic and to gauge pupil interest and base understanding of the issue in question. It requires pupils to take a stance on an issue and allows everybody to have a voice, even if they do not speak out. The aims of this activity are similar to those of the walking debates

(SPEAKING)

28

GRAFFITI BOARD

THE INFLUENCE STUDENTS  (READING/WRITING)  ABILITY BY USING GRAFFITI BOARD IN RECOUNT TEXT AT THE SMP/SMA

This activity encourages pupils to record their thoughts, feelings, ideas and suggestions around a particular topic

 (READING/WRITING)

29

HASSLE LINES

THE IMPROVING THE STUDENTS (READING/SPEAKING) ABILITY IN RECOUNT TEXT THROUGH HASSLE LINES AT SMP/SMA

This role-play strategy allows for a broad examination of perspectives relating to a particular topic or theme. It might be particularly useful for issues relating to confl ict simulation and resolution scenarios

(READING/SPEAKING)

30

HOT SEATING

THE EFFECT OF HOT SEATING IN TEACHING  (READING/WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This creative in-role activity can be a useful tool to encourage discussion about a particular issue and share information

 (READING/WRITING)

31

IDEAS FUNNEL

THE USE OF IDEAS FUNNEL IN TEACHING  (READING/WRITING)  ABILITY AT SMP/SMA

This activity involves a process of generating all possible ideas and options, followed by a period of prioritisation. It encourages pupils to justify their choices and to negotiate within their own group and the whole class group in order to reach an agreed set of priorities within a specifi c time period. This activity can be a useful starting point for a new topic, and it may be interesting to compare and contrast ideas or priorities generated through such an activity both at the start and end of the topic.

 (READING/WRITING)

32

JUST A MINUTE

THE INFLUENCE STUDENTS  (LISTENING) ABILITY BY USING JUST A MINUTE IN RECOUNT TEXT AT THE SMP/SMA

This activity encourages pupils to select and present key information from researched material. It also fosters active listening skills

 (LISTENING)

33

LIFELINES

THE IMPROVING THE STUDENTS  (READING/WRITING)  ABILITY IN RECOUNT TEXT THROUGH LIFELINES AT SMP/SMA

This activity can be used as an icebreaker for new groups, as a team-building activity, as an introduction to a particular topic or as a fi rst step which may lead to future planning, decision-making or extended discussion. It encourages pupils to refl ect and think on their own experiences before comparing with others

 (READING/WRITING)

34

MIND MOVIES

THE EFFECT OF MIND MOVIES IN TEACHING (READING/SPEAKING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This creative activity can be a useful tool for introducing a topic, encouraging pupils to engage in discussion about a particular issue and sharing ideas.

(READING/SPEAKING)

35

ODD ONE OUT

THE USE OF ODD ONE OUT IN TEACHING  (READING/WRITING)  ABILITY AT SMP/SMA

Odd One Out is a useful activity which can be incorporated at any point of a topic – as a springboard for initial exploration of the topic or as a tool to consolidate knowledge. It obliges pupils to think about the characteristics of words, sentences, ideas, places, people or things – depending on the learning area in question.

 (READING/WRITING)

36

OPINION FINDERS

THE INFLUENCE STUDENTS  (READING/WRITING)  ABILITY BY USING OPINION FINDERS IN RECOUNT TEXT AT THE SMP/SMA

This is an information gathering activity in which pupils seek and give opinions on a number of statements relevant to a particular topic. Pupils must then in small groups tally their results and look for connections between opinions.

 (READING/WRITING)

37

OPV (Other People’s Views)

THE IMPROVING THE STUDENTS (READING/SPEAKING) ABILITY IN RECOUNT TEXT THROUGH OPV (Other People’s Views) AT SMP/SMA

This method encourages pupils to view the other person’s/opposing point of view on a particular issue or topic. Pupils think about how sharing opinions can help to gain new perspectives on factors, consequences and objectives that underpin the issue in question.

(READING/SPEAKING)

38

PMI (Plus – Minus – Interesting)

THE EFFECT OF PMI (Plus – Minus – Interesting) IN TEACHING  (READING/WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This method helps pupils to examine all sides of an idea, topic or argument. It steers pupils 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.

 (READING/WRITING)

39

POST-IT COLLECTION

THE USE OF POST-IT COLLECTION IN TEACHING (READING)  ABILITY AT SMP/SMA

This method encourages pupils to generate and gather a list of ideas or options about a particular issue. A Post-It sheet is needed per pupil and a number of sheets for each group. This activity may be undertaken at the beginning of a topic

(READING)

40

REVOLVING CIRCLE

THE INFLUENCE STUDENTS (SPEAKING) ABILITY BY USING REVOLVING CIRCLE IN RECOUNT TEXT AT THE SMP/SMA

This method builds up pupil confi dence in communication techniques as they engage in short discussions. It also allows pupils to sample a wide range of views without holding a whole class discussion. Pupils may, as a result, refi ne their ideas or opinions on a particular issue.

(SPEAKING)

41

SWOT (Strengths, Weaknesses, Opportunities, Threats)

THE IMPROVING THE STUDENTS (READING/SPEAKING) ABILITY IN RECOUNT TEXT THROUGH SWOT (Strengths, Weaknesses, Opportunities, Threats) AT SMP/SMA

This method helps pupils to examine all sides of a proposal. It can be used during the preparation stages of action planning to develop possible future initiatives. It may also be a useful tool for the evaluation of a group or event, in order to think about what has gone before and to look for future implications.

(READING/SPEAKING)

42

TABLEAU

THE EFFECT OF TABLEAU IN TEACHING (READING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This physical activity might be useful as a stimulus in order to encourage pupils to refl ect upon and engage in discussion about a particular issue. It may also help to elicit how much understanding or knowledge pupils have of a particular topic

(READING)

43

THUMB TOOL

THE USE OF THUMB TOOL IN TEACHING (READING/SPEAKING) ABILITY AT SMP/SMA

This simple activity asks pupils to measure how well they achieved what was expected by the end of a lesson or session. It might also be used by pupils as a means of expressing how confi dent they are that they know the response to a question which has just been posed by the teacher/facilitator

(READING/SPEAKING)

44

TRAFFIC LIGHTS

THE INFLUENCE STUDENTS (READING/SPEAKING) ABILITY BY USING TRAFFIC LIGHTS IN RECOUNT TEXT AT THE SMP/SMA

This simple activity encourages pupils to indicate how well they achieved what was expected by the end of a lesson or session. It might also be used by pupils as a means of expressing how confi dent they are that they know the response to a question which has just been posed by the teacher/facilitator.

(READING/SPEAKING)

45

ZONE OF RELEVANCE

THE IMPROVING THE STUDENTS (READING/SPEAKING) ABILITY IN RECOUNT TEXT THROUGH ZONE OF RELEVANCE AT SMP/SMA

This activity allows pupils to consider what points may be relevant or irrelevant when considering a key question. It subsequently asks pupils to prioritise ideas and information on the question and discuss justifications for their choices. This might be a useful revision technique for exams, as it encourages pupils to think about the most effective and relevant responses to questions

(READING/SPEAKING)

46

Picture Prompt

THE EFFECT OF Picture Prompt IN TEACHING (WRITING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

Show students an image with no explanation, and ask them to identify/explain it, and justify their answers. Or ask students to write about it using terms from lecture, or to name the processes and concepts shown. Also works well as group activity. Do not give the “answer” until they have explored all options first.

(WRITING)

47

Think Break

THE USE OF Think Break  IN TEACHING (WRITING) ABILITY AT SMP/SMA

Ask a rhetorical question, and then allow 20 seconds for students to think about the problem before you go on to explain. This technique encourages students to take part in the problem-solving process even when discussion isn't feasible. Having students write something down (while you write an answer also) helps assure that they will in fact work on the problem.

(WRITING)

48

Updating Notes

THE INFLUENCE STUDENTS (WRITING) ABILITY BY USING Updating Notes  IN RECOUNT TEXT AT THE SMP/SMA

Take a break for 2-3 minutes to allow students to compare their class notes so far with other students, fill in gaps, and develop joint questions.

(WRITING)

49

Choral Response

THE IMPROVING THE STUDENTS (READING)  ABILITY IN RECOUNT TEXT THROUGH Choral Response  AT SMP/SMA

Ask a one-word answer to the class at large; volume of answer will suggest degree of comprehension. Very useful to “drill” new vocabulary words into students.

(READING)

50

Word Cloud Guessing

THE EFFECT OF Word Cloud Guessing  IN TEACHING  (READING/WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

Before you introduce a new concept to students, show them a word cloud on that topic, using an online generator (e.g., Wordle, Tagxedo, or Tagul) to paste a paragraph or longer of related text, and challenge students to guess what the topic was.

 (READING/WRITING)

51

Instructor Storytelling

THE USE OF Instructor Storytelling  IN TEACHING  (READING/WRITING)  ABILITY AT SMP/SMA

Instructor illustrates a concept, idea, or principle with a real- life application, model, or case-study.

 (READING/WRITING)

 REFERENCES

 

Active Learning Methodologies

 

Bligh, D. (2000). What’s the point in discussion? Portland, Oregon: Intellect Books.

 

Center For       Innovative       Teaching          And     Learning          Indiana            University       Bloomington

 

Charles C. Bonwell 2000 Active Learning: Creating Excitement in the Classroom

 

Classroom 2000 (C2K) Council for the Curriculum, Examinations and Assessment (CCEA) Council for Catholic Maintained Schools (CCMS) The Education and Library Boards Regional Training Unit (RTU)

 

Davis, B. G., Wood, L., & Wilson, R. C. (1983). ABCs of teaching with excellence.  Berkeley: University of California.

 

Education Language art curriculum

 

Helfeldt, J.P. & Henk, W. A. (1990). Reciprocal questioning: Answer relationship an instructional technique for at-risk readers. Journal of Reading, 33, 509-514

 

Iowa State University Center  for  Excellence in Learning and Teaching

 

Johnson, D.W., Johnson, R.T., & Smith, K. A. (2006). Active Learning: Cooperation in the College Classroom. Edina, MN: Interaction Book Company.

 

King, A. (1991). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27, 664-687.

 

McKeachie, W.J., & Svinicki, M. (2006). Teaching tips: strategies, research, and theory for College and University teachers. Belmont, CA: Wadsworth.

 

James Harrington • Frank Voehl 2016 Creative Tools, Methods, and Techniquesthat Every Innovator Must Know. Taylor & Francis Group, LLC

 

 

2016



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