DISCUSSION WEB
POSSIBLE
JUDUL
1 THE IMPROVING THE STUDENTS
(READING) ABILITY IN NARRATIVE TEXT
THROUGH DISCUSSION WEB STRATEGY AT
SMP/SMA
2 THE EFFECT OF DISCUSSION WEB
STRATEGY IN TEACHING (READING) SKILL ON NARRATIVE TEXT AT SMP/SMA
3 THE USE OF DISCUSSION WEB
STRATEGY IN TEACHING (READING) ABILITY AT SMP/SMA
4 THE INFLUENCE STUDENTS (READING) ABILITY BY USING DISCUSSION WEB STRATEGY IN NARRATIVE TEXT AT THE SMP/SMA
A
Discussion Web is a graphic aid for teaching students to look at both sides of
an issue before drawing conclusions. It can be either a pre-reading or
pre-writing activity, not just as a post-reading strategy. It requires students
to work in cooperative learning groups, not alone. (Alvermann, 1991)
A
Discussion Web provides structure by which
students engage the text and each other in thoughtful discussion. By looking at
both sides of an issue, students engage in critical thinking.
FOR
THE STUDENTS
Guided
to Independent Practice: Discussion Web
1.
Distribute
a selected reading to the class. Be sure to select a controversial text that
elicits clearly defined opposing viewpoints.
2.
Prepare
students to read the selection by activating their prior knowledge, introducing
new vocabulary, and setting purposes for reading.
3.
After
students have read the text lead a class discussion for comprehension
purposes.
4.
Ask
the class to identify a key issue statement or main question of the text. Once
consensus is reached, post the question for quick reference.
5.
Pair
off students. Provide pairs with the Discussion Web graphic organizer (Appendix
D).
6.
Ask
the pairs to write down at least 3 reasons for answering the question
"YES" and 3 reasons for answering the question "NO" in
appropriate boxes. Monitor to clarify procedure. Make sure students have
sufficient time to discuss and write down their reasons in the YES and NO
boxes. Below is an example of students’ Discussion Web on Jack and the
Beanstalk (from Duthie, 1986 as cited in Alvermann, 1991).
7.
After
all pairs are done writing down their reasons in the YES and NO columns, pair
one set of partners with another set of partners. Give the new group of four
students to compare their reasons in the YES and NO columns and arrive at a
consensus. Remind students to keep an open mind and to listen carefully to the
reasons others give. Also tell students that while they should try to work
toward a consensus, it is acceptable for individual members to disagree with
the conclusion. There will be time to discuss dissenting views during whole
class discussion.
8.
After
all groups of four have reached a conclusion, have them select a spokesperson.
Then give them approximately 3 minutes to discuss which of all the reasons
given best supports the group’s conclusion and why. Have the spokesperson jot
down this reason at the bottom of the Discussion Web.
9.
Have
the different spokespersons report for their groups as part of the whole-class
discussion, including any dissenting viewpoints. Encourage students to
participate in the whole-class discussion.
10. After the whole-class discussion, have students
individually write down their response to the Discussion Web issue statement or
question. Have students read their answers to the class.
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