JUDUL SKRIPSI BAHASA INGGRIS YANG MASIH JARANG DIGUNAKAN SERTA LANGKA TERBARU VERSI AMINLIMPO.COM UNTUK READING, WRITING, SPEAKING DAN LISTENING / ALL SKILL / VOCABULARY/ SUB SKILL PART 6

No.

MODEL

POSSIBLE JUDUL

DESCRIPTION

SKILL

1

PROBLEMATIC SITUATIONS

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH PROBLEMATIC SITUATIONS  AT SMP/SMA

The teacher proposes a problem to the students which includes enough important info that they can ID key ideas in the passage they will be reading.  The students work in groups to read the situation and create solutions.  After reading, students can compare their possible solutions with the one decided in the text. 

(READING)

2

PROCESS LOG

THE EFFECT OF PROCESS LOG  IN TEACHING (WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Students use a writing-math worksheet as they solve word problems.  They explain the word problem and the steps they used to solve it.  

(WRITING)

3

PROR STRATEGY

THE USE OF PROR STRATEGY  IN TEACHING (READING)  ABILITY AT SMP/SMA

The PROR strategy (REFERENCE) is another variation of many of the reading organization strategies in this page. (Preread, Read, Organize and Review)

(READING)

4

PROVERB OF THE WEEK

THE INFLUENCE STUDENTS (WRITING) ABILITY BY USING PROVERB OF THE WEEK  IN NARRATIVE TEXT AT THE SMP/SMA

Students are given a proverb on Monday to write down. Brainstorm with the students to translate the words.  Ideas for each day after Monday: a.  Have students share situations that demonstrate the meaning of the proverbs b.  Have students think of situations which are contrary to the proverb c.  Have students write their own ends to proverb starters

(WRITING)

5

PRR:  PREVIEW, READ, RECALL

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH PRR:  PREVIEW, READ, RECALL  AT SMP/SMA

a.  PREVIEW – Before you read, familiarize yourself with the text b.  READ – be an active reader c.  RECALL – so you don’t lose it

(READING)

6

PRSR STRATEGY

THE EFFECT OF PRSR STRATEGY  IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

The PRSR reading comprehension strategy (REFERENCE) follows the same general pattern as most of the other organization strategies in this section. PRSR stands for preview, read, self-test, and review. Text organization, paraphrasing, and self-evaluation are stressed.

(READING)

7

QUOTE AND COMMENT

THE USE OF QUOTE AND COMMENT  IN TEACHING (READING)  ABILITY AT SMP/SMA

The teacher chooses 5 to 8 pictures, sentences from the reading, diagrams, equations, famous quotes, or graphs to post around the room.  The students walk around the room, responding with a comment, reaction, or question about each of the figures on the walls.  Students then discuss their reactions/questions as a whole or small group.

(READING)

8

RALLYROBIN

THE INFLUENCE STUDENTS (READING, WRITING, SPEAKING) ABILITY BY USING RALLYROBIN  IN NARRATIVE TEXT AT THE SMP/SMA

Form pairs within team and take turns with a partner sharing ideas back and forth. Afterwards, the team discusses which ideas were common to the pairs and which ideas where unique.

(READING, WRITING, SPEAKING)

9

RANK ORDER LADDER

THE IMPROVING THE STUDENTS (READING, WRITING, SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH RANK ORDER LADDER AT SMP/SMA

Is a technique used to help students sequence items according to a setof objective criteria (i.e. rank the following according to when they occurred in history).

(READING, WRITING, SPEAKING)

10

READ AROUND THE TEXT

THE EFFECT OF READ AROUND THE TEXT  IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Students preview the text and think about how they will use text features: a.  Look at the titles and headings.  Think about the topic of the text.  What do you already know and what don’t you know? b.  Look at the pictures.  What do these pictures tell you? c.  Read the captions.  What extra info do the captions provide?  Which captions will help you understand what you read? d.  Look at the maps, charts, or graphs.  Think about the info they present and why the author included them.   e.  Skim the first line of each section.  Think about what the text will be about. f.  Think about what you can learn from the combination of text and text features and then read. 

(READING)

11

READING FOR MEANING STRATEGY (READS)

THE USE OF READING FOR MEANING STRATEGY (READS) IN TEACHING (READING)  ABILITY AT SMP/SMA

The Reading for Meaning strategy teaches students to interpret what they read and to find the main idea.  Students are engaged in thinking before they read, thinking during the time they read  and responding to or reflecting upon what they read.

(READING)

12

READING MINUTE 

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING READING MINUTE   IN NARRATIVE TEXT AT THE SMP/SMA

Teacher reads aloud short articles, excerpts, & discusses content and words that might be problematic and useful to the students.

(READING)

13

READ-RECALL-CHECK-SUMMARIZE 

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH READ-RECALL-CHECK-SUMMARIZE   AT SMP/SMA

Students read, categorize, and summarize information. a.  Read a selection and list everything they can recall on the board b.  Reread the passage for accuracy c.  Cluster the recalled information into groups (like a concept web) d.  Delete any unimportant information e.  Write a summary together

(READING)

14

READY, SET, RECALL 

THE EFFECT OF READY, SET, RECALL   IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Purpose:   Quick, nonthreatening tool to review; have students/participants assume the responsibility for remembering, documenting and sharing material covered at prior meeting.

(READING)

15

REAL WORLD WRITING

THE USE OF REAL WORLD WRITING  IN TEACHING (READING)  ABILITY AT SMP/SMA

Students are asked to write about a concept as if they were teaching it to a student in a lower grade, which forces the students to take the textbook jargon and put it in their own words that can be understood.  

(READING)

16

ROOM RAIDERS

THE INFLUENCE STUDENTS  (VOCABULARY)  ABILITY BY USING ROOM RAIDERS  IN NARRATIVE TEXT AT THE SMP/SMA

This strategy is used to introduce the class to key vocabulary related to a unit being taught. a.  Select 8 to 12 key vocabulary terms from the text to post around the room.  The terms are displayed with the word on the front and the definition on the back. b.  Students “raid” the room to collect the definitions and words.   c.  Students highlight key parts of the definitions and make connections to the words.   d.  Post pictures with the terms and have the students draw their own symbols that associate with each word.

 (VOCABULARY)

17

SCIENCE CONNECTION OVERVIEW

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH SCIENCE CONNECTION OVERVIEW  AT SMP/SMA

Teachers guide students into making connections with their lives and experiences as they study topics in science.  Students use the GO to preview a science chapter or article to help them make connections to what they already know.

 (READING / WRITING)

18

SEMANTIC FEATURE ANALYSIS

THE EFFECT OF SEMANTIC FEATURE ANALYSIS  IN TEACHING (READING, WRITING, LISTENING, SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Students are given a list of examples and attributes. As a class discuss the relationship between the features and the terms.  Students code their SFA with a (+) for a positive relationship, (-) for a negative relationship, (0) represents no relationship.

(READING, WRITING, LISTENING, SPEAKING)

19

SHOUT OUT  GAME

THE USE OF SHOUT OUT  GAME  IN TEACHING  (VOCABULARY)  ABILITY AT SMP/SMA

Similar to Dominoes but played as a whole class: a.  Prepare cards with either a word or definition on it.   b.  Pass out two cards to each student - one definition and one word.   c.  Have a student read the definition of a word.  The student with the word "shouts out" the word and then reads their definition to the next word....

 (VOCABULARY)

20

SIX STEP PROCESS FOR TEACHING VOCABULARY TERMS

THE INFLUENCE STUDENTS  (VOCABULARY)  ABILITY BY USING SIX STEP PROCESS FOR TEACHING VOCABULARY TERMS  IN NARRATIVE TEXT AT THE SMP/SMA

a.  Provide a description, explanation, or example of the new terms b.  Ask students to restate the description, explanation, or example in their own words. c.  Ask students to construct a picture, symbol, or graphic representing the term or phrase.  d.  Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.  e.  Periodically ask students to discuss the terms with one another. f.  Involve students periodically in games that allow them to play with the terms.

 (VOCABULARY)

21

SOMEBODY-WANTED-BUT-SO 

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH SOMEBODY-WANTED-BUT-SO   AT SMP/SMA

Students complete an organizer demonstrating their understanding of the characters, plot, conflict, and resolution.

 (READING / WRITING)

22

SQRC: STATE-QUESTION-READ-CONCLUDE

THE EFFECT OF SQRC: STATE-QUESTION-READ-CONCLUDE  IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

SQRC is a study strategy similar to SQ3R done in the three stages of the reading process.  Students are given a statement from the text that is controversial and written on the board.

(READING)

23

SQRQCQ

THE USE OF SQRQCQ  IN TEACHING (READING)  ABILITY AT SMP/SMA

This strategy has students focus on a process to decide what a problem is asking, what information is needed ,and what approach to use in solving the problem. It also asks students to reflect on what they are doing to solve the problem, on their understanding, and on the reasonableness of a solution.

(READING)

24

STEMS

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING STEMS  IN NARRATIVE TEXT AT THE SMP/SMA

Stems are sentence starters. The most powerful stems will cause reflection and promote integration of new information with prior knowledge, experience, or understandings.

(READING)

25

STOP THE PROCESS

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH STOP THE PROCESS  AT SMP/SMA

This is an adaptation of the DRTA where students are given a graphic organizer with 6-12 squares, each containing a teacher-directed prompt.  The prompt tells students specific pages to read and a focus for each section (answer a question, a drawing, list of words, prediction, etc.). a.  Students preview the section of the text with the teacher.   b.  Introduce the first prompt on the graphic organizer.  Students read and respond to the first prompt. c.  Students share with a partner their answers and continue on with the next prompt – reading and answering the prompt.

(READING)

26

STUDENT-FRIENDLY VOCABULARY EXPLANATIONS

THE EFFECT OF STUDENT-FRIENDLY VOCABULARY EXPLANATIONS  IN TEACHING  (VOCABULARY)  SKILL ON NARRATIVE TEXT AT SMP/SMA

In order for students to understand difficult vocabulary in more simplistic terms, teachers have students’ record words on a chart including: a.  word and sentence b.  explanation in student friendly terms c.  examples from their life d.  visual image

 (VOCABULARY)

27

SUM IT UP

THE USE OF SUM IT UP  IN TEACHING (READING)  ABILITY AT SMP/SMA

Another summarizing strategy similar to GIST in which students pull out key words and ideas to use to write a summary. a.  Read the entire selection and, as you read, list the main idea words on the “Sum It Up” sheet. b.  Write a summary of the selection using as many of the main idea words as possible.   i.  Put one word on each blank.   ii.  Imagine you have only $2 and each word is worth 10 cents. iii.  You will “sum it up” in $2 or 20 words. 

(READING)

28

SYNONYM CLOZE

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING SYNONYM CLOZE  IN NARRATIVE TEXT AT THE SMP/SMA

Similar to a regular cloze, but students are asked to give synonyms for underlined words in a passage.

(READING)

29

TALK A MILE A MINUTE

THE IMPROVING THE STUDENTS (SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH TALK A MILE A MINUTE  AT SMP/SMA

Students are grouped into teams.  Each team is designates a “talker” for each round.  The talker is given a list of words under a category title.  He/She tries to get the team to say each word by “talking a mile a minute” describing the words without actually saying them.  After 1 minute, the teams stop and count their points for that category.  

(SPEAKING)

30

TEACHING THE USE OF AIDS IN THE BOOK

THE EFFECT OF TEACHING THE USE OF AIDS IN THE BOOK  IN TEACHING (READING, WRITING, LISTENING, SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Teachers should teach the students why the book has these features: a.  Boldfaced type and italics paragraph / passage / selection b.  Indentation c.  Illustrations and Captions (picture, photo, cartoon, figure, graph, artifact, painting) d.  Objectives and Key Questions e.  Columns f.  Glossaries g.  Pronunciation guides h.  Words defined contextually i.  End of unit exercises

(READING, WRITING, LISTENING, SPEAKING)

31

TEMPLATE FORMS

THE USE OF TEMPLATE FORMS IN TEACHING (WRITING) ABILITY AT SMP/SMA

Students are given a template to use containing the key elements (transition words) to use as an outline for an organized writing task.  Students are taught to use the template as a guide and to REWRITE into paragraph format.

(WRITING)

32

TEXT TALK

THE INFLUENCE STUDENTS (READING / SPEAKING) ABILITY BY USING TEXT TALK  IN NARRATIVE TEXT AT THE SMP/SMA

This is an interactive writing experience where students read and write questions for a partner to answer.  The key is that there is NO VERBAL conversation.  The conversation between the partners is through writing only.

(READING / SPEAKING)

33

THAT WAS THEN… THIS IS NOW

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH THAT WAS THEN… THIS IS NOW  AT SMP/SMA

Students fold a blank paper in half.  On the 1st half they sketch some things that they know about the topic and then write a summary about what they already know.  After they read a section on the topic, they sketch what they have learned and write a summary statement.

 (READING / WRITING)

34

THE PAVE PROCEDURE

THE EFFECT OF THE PAVE PROCEDURE  IN TEACHING (WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Students can use this to cross check multiple meaning words for correct definitions in a sentence (use template). a.  Students write the sentence in which the word appears b.  They write the word again and predict its meaning c.  They write a sentence of their own to show understanding  d.  They check the words meaning in the glossary and verify the definition e.  Write a better sentence if their first is inadequate f.  Draw an association or symbol to connect

(WRITING)

35

TPRC:  THINK, PREDICT, READ, CONNECT 

THE USE OF TPRC:  THINK, PREDICT, READ, CONNECT   IN TEACHING (READING)  ABILITY AT SMP/SMA

This is a strategy used to develop their general knowledge  before, during, and after reading: a.  Divide class into groups b.  Students “Think”  about what they already know about the topic and list it on that part of the chart c.  Teacher gives a simple summary about what they will be reading d.  Students put a checkmark by what they predict will be in the text e.  Students read the selection underlining/highlighting predicted ideas they find in the text f.  Students also add their connections between the topic and their own knowledge 

(READING)

36

TTYP (Turn to Your Partner):

THE INFLUENCE STUDENTS (READING / SPEAKING) ABILITY BY USING TTYP (Turn to Your Partner):  IN NARRATIVE TEXT AT THE SMP/SMA

Team members pair up to briefly share, reflect, dialog about a question, idea, problem, etc. Participants can then share with the large group, reflect in their journals, or move on.

(READING / SPEAKING)

37

TURN TO YOUR NEIGHBOR

THE IMPROVING THE STUDENTS (READING / SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH TURN TO YOUR NEIGHBOR  AT SMP/SMA

Students are asked to turn to a neighbor and respond to a teacher’s prompt.  This allows everyone the chance to share quickly and then students come back as a whole class.

(READING / SPEAKING)

38

TYPICAL-TO-TECHNICAL MEANING APPROACH

THE EFFECT OF TYPICAL-TO-TECHNICAL MEANING APPROACH  IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

This strategy combines the student friendly definitions with technical definitions. a.  Discuss the common meaning of the word and then introduce its technical definition b.  Students do word-to-meaning exercises where they match the word with both typical and technical definitions c.  Create maze sentences which require the students to fill in the blanks where the word is used in both technical and common ways.

(READING)

39

VOCAB-O-GRAM

THE USE OF VOCAB-O-GRAM  IN TEACHING  (VOCABULARY)  ABILITY AT SMP/SMA

Students sort their vocabulary words into a story structure graphic organizer and make predictions on what they think will happen in the story.  After reading the selection, the students go back and revise their organizers. 

 (VOCABULARY)

40

VOCABULARY OVERVIEW GUIDE

THE INFLUENCE STUDENTS  (VOCABULARY)  ABILITY BY USING VOCABULARY OVERVIEW GUIDE  IN NARRATIVE TEXT AT THE SMP/SMA

Teachers create a guide for students to use to understand words in context. a.  Write the title of the passage b.  Create category titles c.  Put the vocabulary word under the category title d.  Students define the word  e.  Students list synonyms for the word f.  Students add a clue to connect the meaning to something they know or have experienced 

 (VOCABULARY)

41

WHICH ONE DOESN’T BELONG

THE IMPROVING THE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH WHICH ONE DOESN’T BELONG  AT SMP/SMA

Students work through questions to figure out which terms/phrases do not go with one another. a.  Prepare the sets of terms/phrases ahead of time (3 phrases that share a common link and one that doesn’t belong) b.  Split the class into small groups (2-3) and put the 1st grouping on the board c.  The teams raise their flags when they find the correct answer within the time limit. d.  Each team receives a point for the right answer and their ability to explain why it is the correct answer.

(READING, WRITING, LISTENING, SPEAKING)

42

WHO AM I?

THE EFFECT OF WHO AM I?  IN TEACHING (SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

This is an easy game to review important people being studied. a.  Prepare a set of cards with important people that the class is studying  b.  One student who volunteers to sit on a chair in front of the class, picks a notecard from the pile but doesn’t look at it. c.  Put the card on a hat on top of his head so the class can see. d.  The student asks the class yes or no questions to try to figure out who his/her person is e.  When the student guesses correctly, another student is given a turn.

(SPEAKING)

43

WORD FAMILY TREES

THE USE OF WORD FAMILY TREES IN TEACHING  (VOCABULARY)  ABILITY AT SMP/SMA

Students create a family tree for each vocabulary word which includes: a.  its ancestor (root word, prefix, suffix) b.  relatives  c.  pronunciation d.  memory clue e.  words that are similar f.  explanation g.  sentence where they found the word h.  three types of people that would use the word and how they would use it

 (VOCABULARY)

44

WORD JOURNALS

THE INFLUENCE STUDENTS  (VOCABULARY)  ABILITY BY USING WORD JOURNALS  IN NARRATIVE TEXT AT THE SMP/SMA

Students keep track of vocabulary in a journal that they learn about: a.  Word b.  Sentence the word is found in c.  What it means d.  My use

 (VOCABULARY)

45

WORD MEANING GRAPHIC ORGANIZER

THE IMPROVING THE STUDENTS  (VOCABULARY)  ABILITY IN NARRATIVE TEXT THROUGH WORD MEANING GRAPHIC ORGANIZER  AT SMP/SMA

Students are given a word and find out the following info: a.  topic where word is found b.  parts of the word we recognize c.  examples d.  so the word means e.  why it’s important f.  where the word is used g.  how it connects with other words

 (VOCABULARY)

46

WORD OF THE DAY/ WORDS OF THE WEEK

THE EFFECT OF WORD OF THE DAY/ WORDS OF THE WEEK  IN TEACHING  (READING, WRITING, VOCABULARY)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Students are given a word of the day/ words for the week to learn, break apart, and use in their daily vocabulary that come from the ACT Top 100 Words.

 (READING, WRITING, VOCABULARY)

47

WORD PROBLEM ROULETTE

THE USE OF WORD PROBLEM ROULETTE  IN TEACHING ( SPEAKING , WRITING ) ABILITY AT SMP/SMA

This strategy gives students an opportunity to collaborate on solving a word problem and then to communicate as a group the thought processes that went into finding a solution to the problem. The group presents its solution to the problem both orally and in writing.

( SPEAKING , WRITING )

48

WORD STORM 68) 

THE INFLUENCE STUDENTS  (READING, WRITING, VOCABULARY)  ABILITY BY USING WORD STORM 68)   IN NARRATIVE TEXT AT THE SMP/SMA

Students work together to answer questions about important content area vocabulary: a.  What is the word? b.  Write the sentence from the text in which the word is used. c.  What are some words that you think of when you see this word? d.  Do you know any other forms of this word?  If so, what are they? e.  Name 3 people who would be likely to use this word. f.  Can you think of any other words that mean the same thing? g.  Write a sentence using this word appropriately.  Make sure your sentence tells us what the word means.

 (READING, WRITING, VOCABULARY)

49

WRITE AND TOSS

THE IMPROVING THE STUDENTS (WRITING) ABILITY IN NARRATIVE TEXT THROUGH WRITE AND TOSS  AT SMP/SMA

Students are given a question to reflect on from the day’s lesson.  They respond on paper for a few minutes.  When time is up the teacher tells the students to “TOSS” and they wad up their paper and toss it around the room for 15 seconds. Students open up the wad and read the responses to the class. Here they discuss misunderstandings and important details.

(WRITING)

50

WRITTEN CONVERSATION

THE EFFECT OF WRITTEN CONVERSATION IN TEACHING (WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Students are assigned a passage to read and told they will be participants in a silent written conversation reacting to what they have read and learned.  After reading the passage students are paired up and asked to complete a Quick Write about the topic.  Then they switch with their partners and react to what they wrote.  This continues as they respond and think about each other’s ideas.  

(WRITING)

51

YEA/NAY

THE USE OF YEA/NAY  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Students have two different notecards (yes & no) and the teachers ask questions using the words in pairs (Would a corpse be a good conversationalist?).  Students put up their cards and explain their choices.

 (READING / WRITING)