DISCUSSION WEB TECHNIQUE / THE USE OF DISCUSSION WEB IN TEACHING (READING / WRITING) ABILITY AT SMP/SMA

 DISCUSSION WEB TECHNIQUE

POSSIBLE JUDUL 

1          THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH DISCUSSION WEB  AT SMP/SMA

2          THE EFFECT OF DISCUSSION WEB  IN TEACHING  (READING / WRITING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

3          THE USE OF DISCUSSION WEB  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING DISCUSSION WEB  IN NARRATIVE TEXT AT THE SMP/SMA

The Discussion Web combines the dynamics of a good discussion with cooperative learning techniques. Because the interaction in the activity takes place in pairs and within groups of four students, the activity can be successfully done in classes of any size. For older students, the Discussion Web can serve as a sound preparation for writing an argumentative essay. The Discussion Web is used in the consolidation phase of the lesson, the part in which students reflect back on what they have learned, and think further about the implication of the meaning they have made.  

Taking a position on a controversial issue and supporting it with reasons is an aspect of critical thinking. It is useful preparation for participation in an open society. The Discussion Web teaches students to play an active role in the discussion, take a posi-tion on a debatable or controversial issue, support their position with reasons, and collaborate with others to promote a point of view.

ACTIVITY:

1.      The teacher prepares a thoughtful binary question. A binary question is one that has two possible answers. It might be answered “yes” or “no” with support. For example, if discussing the story “Ivan and the Seal Skin,” a binary discussion question might be, “Was Ivan right to steal the seal skin?” 

2.      The teacher asks pairs of students to prepare a Discussion Web chart. The chart looks like the one on the next page. Each of those pairs of students take four or five minutes to think up and list three reasons that support both sides of the argument. They list those argument on one Dis-cussion Web sheet. 

3.      Each pair of students joins another pair. They review the answers they had on both sides of the issue, and add to each other’s list. 

4.      The four students argue the issue through until they reach a conclusion. That is, the four students reach a position they agree upon, with a list of reasons that support it. They enter their position in the box labeled conclusion on the Discussion Web sheet. 

5.      The teacher calls on several groups of four to give brief reports of their position and the reasons that support it. The teacher can invite the groups to debate each other, if they took different sides of the argument.

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