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LINCS STRATEGY / THE IMPROVING THE STUDENTS (VOCABULARY) ABILITY IN NARRATIVE TEXT THROUGH LINCS STRATEGY STRATEGY AT SMP/SMA

 LINCS STRATEGY

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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