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VALUE LINE / THE EFFECT OF VALUE LINE IN TEACHING (SPEAKING, LISTENING) SKILL ON NARRATIVE TEXT AT SMP/SMA

 VALUE LINE

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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