AUTHOR’S CHAIR / THE EFFECT OF AUTHOR’S CHAIR IN TEACHING (READING) SKILL ON NARRATIVE TEXT AT SMP/SMA

 AUTHOR’S CHAIR

POSSIBLE JUDUL 

1          THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH AUTHOR’S CHAIR AT SMP/SMA

2          THE EFFECT OF AUTHOR’S CHAIR IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

3          THE USE OF AUTHOR’S CHAIR IN TEACHING (READING)  ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS (READING)  ABILITY BY USING AUTHOR’S CHAIR IN NARRATIVE TEXT AT THE SMP/SMA

Tompkins (2004) suggests a special chair in the classroom to be designated and labeled as the “Author’s Chair” (Karelitz, 1993). Children sit on the Author’s Chair to share the stories or information text they have written with classmates. 

Sharing  their written  narratives or information text with an audience (their classmates) help them view themselves as authors. When children view themselves as authors they develop a better understand-ing of how authors create their texts as well as their own writing process. More importantly, children are motivated to explore the different types and purposes for writing for various audiences.

FOR THE STUDENTS

1.      Give students sufficient time to complete the final step of the writing process: Publishing. Now they are ready for the Author’s Chair.

2.      Remind students how the Author’s Chair will be used. Display your Guidelines for Author’s Chair. Also remind the class of their role as audience, particularly questioning the author, and providing feedback. 

3.      If you plan to have more than one author sit in the Author’s Chair, make sure you prepare the order in which the authors will be presenting. It is recommended that you write the program of Author’s Chair on the board or chart paper, or print out copies for your class.

4.      Have one student sit in the Author’s Chair. The rest of the class sits in front of the author.

5.      Introduce the author to the class.

6.      Have the student-author read. The student reads the entire piece of writing aloud and shows accompanying illustrations.

7.      After the reading, invite the audience to ask questions or offer compliments and comments about the author’s piece.

8.      Have the student-author directly call on classmates and respond to their questions or comments.

9.      Limit the questions and comments especially if there are other student-authors in line. Have the student-author introduce the next student-author.

10.  At the end of the Author’s Chair, hold an After Author’s Chair conference with your class and discuss feedback on both the student-authors’ and the audience’s performance

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