CHRONOLOGICAL SEQUENCE (TIME/ORDER) / THE USE OF CHRONOLOGICAL SEQUENCE (TIME/ORDER) IN TEACHING (READING) ABILITY AT SMP/SMA

 CHRONOLOGICAL SEQUENCE (TIME/ORDER)

POSSIBLE JUDUL 

1          THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH CHRONOLOGICAL SEQUENCE (TIME/ORDER)  AT SMP/SMA

2          THE EFFECT OF CHRONOLOGICAL SEQUENCE (TIME/ORDER)  IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

3          THE USE OF CHRONOLOGICAL SEQUENCE (TIME/ORDER)  IN TEACHING (READING)  ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS (READING)  ABILITY BY USING CHRONOLOGICAL SEQUENCE (TIME/ORDER)  IN NARRATIVE TEXT AT THE SMP/SMA

Authors make decisions about how to present information to readers. They choose from a variety of structures to organize information for readers. In chronological sequence  text structure, events are  put in order in which they occur in time. It is important to teach students chronological sequence text structure using both fiction and nonfiction texts.

Knowledge of text structure can guide students to understand the relationships among ideas in a text and help them improve comprehension. 

FOR THE STUDENTS

Guided Practice: Chronological Sequence

1.      Explain to students that understanding text structure improves comprehension. An example of text structure is chronological order. Remind students that chronological order refers to the sequence in which the events occur. Texts that follow a chronological sequence often describe events in the order that they happened. However, sometimes events may be described out of order.

2.      Display the Chronological Sequence Questions for the whole class. Have students read the questions on the chart. Say: “Keep these questions in mind when reading the story.”

3.      Distribute copies of Story 1 (the one that does not follow chronological sequence of events) to students. Set purpose: “You will read Story 1 that uses a chronological sequence text structure. Find out if this story is difficult or easy to understand and why.”

4.      After reading, ask students: “Is this story easy to understand?” “Why is it difficult to understand?” Encourage them to give examples.

5.      Distribute copies of Story 2 (the one that follows chronological sequence of events) to students. Say: “Now, let’s read Story 2. Find out if this story is more difficult or easier to understand than Story and why.”

6.      After reading, ask students: “Is this story easier to understand? Why?” Encourage students to give examples.

7.      Refer to the Chronological Sequence Questions. Do a Think-Pair-Share Activity. For each item have student quickly pair up with a classmate and discuss their response to the question. Then, they share their response with the class.

8.      Have students summarize what they have learned about chronological sequence text structure. Call attention to words that signal sequence of events.

9.      In pairs or in small groups, have students work on Chronological Sequence Activities.


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