POSSIBLE
JUDUL
1 THE IMPROVING THE STUDENTS (VOCABULARY)
ABILITY IN NARRATIVE TEXT THROUGH LINCS STRATEGY STRATEGY AT SMP/SMA
2 THE EFFECT OF LINCS STRATEGY
STRATEGY IN TEACHING (VOCABULARY)
SKILL ON NARRATIVE TEXT AT SMP/SMA
3 THE USE OF LINCS STRATEGY
STRATEGY IN TEACHING (VOCABULARY)
ABILITY AT SMP/SMA
4 THE INFLUENCE STUDENTS (VOCABULARY)
ABILITY BY USING LINCS STRATEGY STRATEGY
IN NARRATIVE TEXT AT THE SMP/SMA
The LINC strategy was discussed in the Memory page as an
instructional routine teachers use to facilitate students' memory of concepts
and associated facts. The LINCS strategy, on the other hand, is different in
terms of its purpose and steps. LINCS is
a task-specific strategy students use to learn vocabulary. As such, the strategy is useful in improving reading
comprehension in those cases when vocabulary words are used repeatedlyin the
readings.
The
steps in the LINCS strategy, which may be used by students themselves or with
the help of afacilitator, are outlined below.
A.
List
the parts you need to know.
1.
Identify
a term you need to know.
2.
Analyze
the definition of the vocabulary word.
3.
Identify
the most important parts of the definition.
4.
List
the key parts of the definition you need to remember on a study card.
B.
Imagine
a picture.
1.
Create
a picture in your mind of the term's meaning.
2.
Describe
the image using real words.
C.
Note
a reminding "sound-alike" word.
1.
Think
of a familiar word that sounds like the new term or part of the new term.
D.
Connect
the terms in a story.
1.
Make
up a short story about the meaning of the term that uses the sound-alike word.
2.
Create
an image of the story in your mind.
E.
Self-test.
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