POSSIBLE JUDUL
1 THE
IMPROVING THE STUDENTS (SPEAKING, LISTENING) ABILITY IN NARRATIVE TEXT THROUGH
VALUE LINE AT SMP/SMA
2 THE
EFFECT OF VALUE LINE IN TEACHING
(SPEAKING, LISTENING) SKILL ON NARRATIVE TEXT AT SMP/SMA
3 THE USE
OF VALUE LINE IN TEACHING (SPEAKING,
LISTENING) ABILITY AT SMP/SMA
4 THE
INFLUENCE STUDENTS (SPEAKING, LISTENING) ABILITY BY USING VALUE LINE IN NARRATIVE TEXT AT THE SMP/SMA
The Value Line is a cooperative learning activity that is
recommended for evoking students’ opinions on issues to which there can be
varied responses (that is, degrees of agreement and disagreement with a
statement).
Recognizing
and respecting differences of opinion is a useful disposition to have. It is
useful for students to stand up for their beliefs even when friends disagree.
The Value Line is intended to help students pay attention to an issue and
decide what they think about it; recognize that there can be varying opinions
about the same issue; and take a position on an issue and state their reasons
for it.
ACTIVITY:
1.
The
teacher poses a question to the whole class. It should be one on which opinions
can vary from a strong “yes” to a strong “no.” Such a question might be, “Which
is more important: protecting the environment or meeting people’s immediate
needs?”
2.
Each
student considers the question alone and may write their answers.
3.
The
teacher and another student stand at opposite ends of the room. Each states an extreme
position on the issue, and their two statements are diametrically opposed to
each other.
4.
The
students are asked to take their place along an imaginary line between the two extreme
positions, according to which pole of the argument they agree with more.
5.
The
teacher reminds the students to discuss with other students in the line their
responses to the question, to make sure they are standing among people who
share their position. If they do not, they should move one way or another.
6.
Students
may continue to discuss their responses with the students on either side of
them.
7.
The
teacher asks one person from each cluster of students to state that small
group’s position on the issue. Any student who wants to change positions after
hearing a statement is invited to do so.
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