EACH ONE TEACH ONE
POSSIBLE
JUDUL
1 THE IMPROVING THE STUDENTS (READING / WRITING) ABILITY IN NARRATIVE TEXT THROUGH EACH ONE
TEACH ONE ACTIVITY AT SMP/SMA
2 THE EFFECT OF EACH ONE TEACH ONE
ACTIVITY IN TEACHING (READING / WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA
3 THE USE OF EACH ONE TEACH ONE
ACTIVITY IN TEACHING (READING / WRITING) ABILITY AT SMP/SMA
4 THE INFLUENCE STUDENTS (READING / WRITING) ABILITY BY USING EACH ONE TEACH ONE
ACTIVITY IN NARRATIVE TEXT AT THE
SMP/SMA
This
is an alternative way of transferring a large amount of factual information
amongst students. Rather than the teacher lecturing or dictating, students
share a selected piece of information relevant to the topic with their peers.
The
Procedures as follows:
1.
A
slip of paper with a particular fact or statistic is distributed to every
student. Ideally there should be a different statement for every student.
2.
Students
read their statement to ensure that they understand its meaning.
3.
Students
move around and share their statement with other students. They should aim to
explain their fact or figure with as many people as possible.
4.
Students
could be encouraged to extend their explanations by giving examples, if
relevant, or by linking their statement with those of other students.
5.
After
adequate time for communicating their facts, students might work in smaller
groups to classify the information they have acquired during the process of the
activity.
6.
In
a subsequent debrief students could explain and justify their classification
system.
7.
They
could also be asked to share their reactions upon hearing various facts/
statistics. What surprised them? What shocked them? Did any particular
statement make them feel sad or happy? What particularly interested them?
8.
Students
might also be asked to think about their own learning. What pieces of
information did they find easiest to remember and why? Which did they find most
difficult?
9.
Main
findings for all debriefing activities might be written on a board or flip chart.
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