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 5

No.

MODEL

POSSIBLE JUDUL

DESCRIPTION

SKILL

1

FICTION PREDICT O GRAM

THE IMPROVING THE STUDENTS  (VOCABULARY)  ABILITY IN NARRATIVE TEXT THROUGH FICTION PREDICT O GRAM  AT SMP/SMA

Teacher selects 12-15 words from a story that are new to the students related to story elements.  Put the title of the selection on top of the Predict O Gram.  Students organize the words into a story prediction. After they finish the story, they go back to their prediction and use arrows to move the words to correct categories. 

 (VOCABULARY)

2

FIP – FIRST IMPORTANT PRIORITIES

THE EFFECT OF FIP – FIRST IMPORTANT PRIORITIES  IN TEACHING  (READING / WRITING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

FIP is a crystallization of the process of picking out the most important ideas, factors, objectives, consequences, etc. Obviously some of these ideas are more important than others. The purpose of FIP is to restore the balance in a deliberate manner. It follows activities that generate as many ideas as possible.  FIP is a judgment situation and there are no absolute answers

 (READING / WRITING)

3

FIRST IMPRESSIONS

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

Students are given a graphic organizer.  As they read they are asked to pause and give their first impressions of a person, place, or event. They record the author’s description under “The Authors Words” and their impressions to the right.  As they continue reading, the students will pause again and mark their thoughts.  At the end of the selection, students revisit their impressions and add comments.

(READING)

4

FIRST, THE QUESTIONS

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

Teacher provides the students with questions to think about before they read the section.  a.  Using their prior knowledge, they answer the questions and discuss responses as a class before they read.   b.  Students read to clarify or verify predictions, noting new information learned. c.  After reading, students discuss any changes that occurred in their “before” and “after” responses.  

(READING)

5

FOLLOW THE CHARACTERS/ CHARACTER ANALYSIS GRID 86) 

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH FOLLOW THE CHARACTERS/ CHARACTER ANALYSIS GRID 86)   AT SMP/SMA

This helps students to understand stories through character analysis.  Students organize info about a character thinking about: a.  What do they do? b.  What do others do or say about them? c.  What do they say or think? d.  How are they involved in the conflict? e.  How do they change?

(READING)

6

FOUND POEM

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

In this activity students highlight the most powerful / important messages from a piece of text and work in a small group to create a poem with their ideas.

(READING)

7

FOUR CORNER FUN

THE USE OF FOUR CORNER FUN  IN TEACHING (READING)  ABILITY AT SMP/SMA

Here is a game that involves your students moving around as they review material.   a.  Create 4 posters A, B, C, D and place them in each corner of the room.  Prepare in advance at least 25 review questions with answers A, B, C, or D.  Each student will receive a notecard with either Player or Fibber written on it (3/4 the cards should say Player, 1/4 Fibber).

(READING)

8

FOUR-STEP SUMMARY

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING FOUR-STEP SUMMARY  IN NARRATIVE TEXT AT THE SMP/SMA

Students use a four step formula to summarize a lesson/ section of text being read. a.  Identify the topic being summarized b.  Tell how the passage begins c.  Tell the main idea and two supporting details d.  Tell how the passage ends.

 (READING / WRITING)

9

FREE ASSOCIATION

THE IMPROVING THE STUDENTS  (SPEAKING, VOCABULARY)  ABILITY IN NARRATIVE TEXT THROUGH FREE ASSOCIATION  AT SMP/SMA

Teacher calls out a term and students take turns saying any word they think of that is related to the target term.  After a few seconds say stop and the last person must explain how their word is related to the target word.  Works best with small groups.

 (SPEAKING, VOCABULARY)

10

GUIDED IMAGERY

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

Students preview a selection looking for visuals that stimulate their imaginations.  Read them excerpts that allow them to use their imaginations about a concept. This teaches students to comprehend text by seeing, hearing, smelling, tasting, and feeling the words.  

(READING)

11

HANDS ON READING

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

Introduce Technical text as a special “genre”.  Brainstorm problems that students have reading this type of text.  Then teach them this strategy:

(READING)

12

HANDS-ON LEARNING

THE INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING HANDS-ON LEARNING  IN NARRATIVE TEXT AT THE SMP/SMA

Hands-on learning is an educational strategy that directly involves learners by encouraging them to do something in order to learn about it. It is learning by doing. Some subject matter like music and art are inherently hands-on; others like higher levels of mathematics are more abstract. Nonetheless, all learning can benefit from activity that stimulates different regions of the brain. For younger learners, those learning English or another language, or those with learning disabilities, thoughtful hands-on teaching strategies are their keys to learning

(READING, WRITING, LISTENING, SPEAKING)

13

HISTORY CHANGE FRAME

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH HISTORY CHANGE FRAME  AT SMP/SMA

a.  Select several time periods to be covered in class.   b.  Have students brainstorm the groups of people they would expect to read about during these time periods.   c.  Highlight categories of changes that are common is history texts: d.  Students then are given a chapter to preview and  e.  determine the groups that are the focus of the material f.  problems the groups might be encountering g.  fill out the graphic organizer as they read with a partner

 (READING / WRITING)

14

HISTORY MEMORY BUBBLES

THE EFFECT OF HISTORY MEMORY BUBBLES IN TEACHING (WRITING, VOCABULARY) SKILL ON NARRATIVE TEXT AT SMP/SMA

Like a concept map but Students analyze key vocabulary or facts in terms of their connection to a problem/solution text frame.  Key term in the middle of the bubble – who/what? problems? solutions? changes?  Model one and students work in partners for the other key terms.

(WRITING, VOCABULARY)

15

HUG:  HIGHLIGHT, UNDERLINE, GLOSS

THE USE OF HUG:  HIGHLIGHT, UNDERLINE, GLOSS  IN TEACHING (READING)  ABILITY AT SMP/SMA

Students will use a highlighter and pen or pencil to interact with the text in order to increase their comprehension of the text. Students begin by highlighting the main ideas of the text following the guidelines listed. Next, students underline important details. Last, students record their reactions and understanding of the text using one or more techniques including: summarizing the text, making a graphic organizer, starring important ideas. 

(READING)

16

IMAGERY AND KEY WORDS 

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING IMAGERY AND KEY WORDS   IN NARRATIVE TEXT AT THE SMP/SMA

Students make pictures in their mind (or draw) to help remember what a word means.  Another option would be to have students think of catchy phrases related to the word to help them remember the meaning. 

(READING)

17

INDUCTIVE LEARNING STRATEGY

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH INDUCTIVE LEARNING STRATEGY AT SMP/SMA

Inductive thinking is a natural process in which the mind observes, compares and contrasts groups, and labels things together in order to form generalizations, make predictions, form and test hypothesis.

 (READING / WRITING)

18

INFERENCE CHART

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

Students make inferences by connecting clues they read to their own experiences on a 3 column chart: a.  Clues from Text b.  My Experiences c.  My Inferences

(READING)

19

INNER VOICE CHART

THE USE OF INNER VOICE CHART  IN TEACHING (READING)  ABILITY AT SMP/SMA

After students have been taught to annotate text, they learn how to turn off the reciting (passive/distracting) voice in their head and turn on their conversation voice which engages them in the text.  Students record their thoughts as they read.

(READING)

20

INTERACTIVE READING GUIDES   

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

Teacher creates a guide that the students follow as they read through the text with a partner.  a.  The guide models and give students suggestions on how they should read an assignment and points out important information that you want them to focus on as they read the text.   b.  It cues charts and graphs and helps students summarize and organize key concepts from a chapter. 

(READING)

21

IT SAYS/ I SAY / AND SO

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH IT SAYS/ I SAY / AND SO  AT SMP/SMA

Teacher poses 3-4 questions that require the students to draw inferences rather than just find the answers in the text.  Students put notes in 3 columns: a.  Find and summarize one or more spots in the reading that relate to the question b.  Write out their own thinking that builds on the portion summarized c.  Draw a conclusion that proposes an answer to the questions. 

 (READING / WRITING)

22

KINDLING

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

Is a technique for promoting participation, deep thought, communication and cooperative work.

(READING, WRITING, LISTENING, SPEAKING)

23

LEARNING LOGS 

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

Students “think aloud” on paper reflecting and commenting on what they have learned  a.  Ask questions b.  Organize information c.  Monitor their understanding d.  Rethink, reflect, assess what they are learning

(READING)

24

LINCS STRATEGY

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

The LINC strategy was discussed in the Memory page as an instructional routine teachers use tofacilitate students' memory of concepts and associated facts. The LINCS strategy, on the other hand, isdifferent in terms of its purpose and steps.

 (READING / WRITING)

25

LINE UP REVIEWS  

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH LINE UP REVIEWS    AT SMP/SMA

Easy activity for exam review.  Students are asked to predict what they think might be on the exam, describe it and note on a notecard why it is important to know.  Class makes 2 lines and Line A shares their facts with Line B and then they switch.  Partners swap cards and Line B moves down to the next student and the whole thing repeats. 

 (READING / WRITING)

26

LINK: LIST, INQUIRE, NOTE, and KNOW

THE EFFECT OF LINK: LIST, INQUIRE, NOTE, and KNOW  IN TEACHING  (READING, VOCABULARY)  SKILL ON NARRATIVE TEXT AT SMP/SMA

This strategy helps student’s link new words to their prior knowledge. a.  The teacher puts a “cue” word on the board and gives the students 3 min. to brainstorm everything that comes to mind about that word.   b.  Students put their associations around the word.   c.  Students then INQUIRE about the associations (What are you wondering about?) to each other not the teacher.   d.  After the discussion, cover the boards and have students write down what they have learned about the topic based on their PK and the inquiry discussion.

 (READING, VOCABULARY)

27

LITERARY PYRAMID FRAME

THE USE OF LITERARY PYRAMID FRAME  IN TEACHING (WRITING) ABILITY AT SMP/SMA

Students use the frame to summarize and reflect on what they have learned about a piece of literature: a.  Write the theme of the literary work b.  Write the first and last name of the protagonist c.  Write three characteristics of the protagonist d.  Write four words that describe the setting e.  Write five words to classify the kind of literary work that was read. f.  Using six words, write a sentence that states the conflict in the literary work. g.  Using seven words, write a sentence that tells about an important event. h.  Using eight words, write a sentence that tells about the resolution to the conflict in the literary work. 

(WRITING)

28

MAGNET SUMMARIES

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

Students are taught how to see the important concepts in a large quantity of information, allowing them to summarize a text.  a.  Look for a key terms or concepts in your reading that are connected to the main idea. Those would be your magnet words. b.  Write the magnet word down on a piece of paper or index card c.  Write down all of the terms and ideas that are connected with that magnet word around the word just like the image below.  d.  Organize and summarize the information surrounding your magnet word and then write a single sentence that summarizes all of that information. The magnet word should occupy a central place in the sentence. Omit unimportant details from the sentence.

(READING)

29

MAGNET WORDS 

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH MAGNET WORDS   AT SMP/SMA

Students select the main concepts presented in the chapter as their magnet words: a.  Students read a selection and suggest magnet words for the teacher to write on the board b.  Each student is given a notecard for each word c.  Students recall and write important details from the passage related to each magnet word on their notecard and teacher writes them on the board  d.  Students are divided into groups and add additional from the passage e.  Teacher models writing a short paragraph that incorporates a Magnet Word f.  Students work in groups to write a paragraph for one of the words and share with the class. 

 (READING / WRITING)

30

MATCH-TO-SAMPLE

THE EFFECT OF MATCH-TO-SAMPLE IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Match–to–sample is a teaching strategy that enables the teacher to control the presentation of activities in an easy to hard sequence to ensure success. When used for word recognition it enables the student to focus on the salient features of that word without reference to contextual clues. Daily practice and monitoring are necessary for progress.

(READING)

31

METAPHORICAL EXPRESSION STRATEGY

THE USE OF METAPHORICAL EXPRESSION STRATEGY IN TEACHING (READING, WRITING, LISTENING, SPEAKING) ABILITY AT SMP/SMA

The Metaphorical Expression Strategy engages students in using three different types of analogies: • direct - a simple analogy, • personal - personally identify with topic, and • compressed conflicts - demands that student consider a topic or object by using two words that seem opposite or contradictory to each other.

(READING, WRITING, LISTENING, SPEAKING)

32

MINDSTREAMING

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

Mindstreaming is a learning strategy designed to bring out background knowledge about a topic. It is similar to Think-Pair-Share, but less structured. Students in pairs stream images and ideas about a topic. It is important that the instructor emphasize that the students use their ‘quiet voices’ during this time, as half of the class will be talking at the same time.

 (READING / WRITING)

33

MULTIPASS STRATEGY

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH MULTIPASS STRATEGY  AT SMP/SMA

MultiPass is a suite of strategies intended to improve reading comprehension, learning acquisition, and generalization and paraphrasing skills. Developed by Schumacher, Deshler, Alley, Warner, and Denton (1982), the approach requires that the reader make three passes through a text. Different strategies are used in each pass for surveying the reading, sizing-up the information, and sorting out main ideas

(READING)

34

MYSTERY AND INQUIRY STRATEGY

THE EFFECT OF MYSTERY AND INQUIRY STRATEGY IN TEACHING (READING, WRITING, LISTENING, SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

In the Mystery and Inquiry Strategy, students encounter a problem; examine and interpret clues, establish a hypothesis and evaluate the hypothesis.

(READING, WRITING, LISTENING, SPEAKING)

35

OFF TO COLLEGE

THE USE OF OFF TO COLLEGE IN TEACHING (READING, WRITING, LISTENING, SPEAKING) ABILITY AT SMP/SMA

Teams are numbered off. Like numbers form groups (go to college) to become “experts.” Return to home team to share.

(READING, WRITING, LISTENING, SPEAKING)

36

ONE STAY, REST STRAY

THE INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING ONE STAY, REST STRAY IN NARRATIVE TEXT AT THE SMP/SMA

Members of the team rotate to another table while Team Member One stays to explain product to visiting team. After team members return, Team Member Two stays back while the others rotate to another team. Team Members Three and Four each need a turn staying back and explaining. Team members then discuss the differences among the products they have seen and use the information to improve their own. 

(READING, WRITING, LISTENING, SPEAKING)

37

PAIRED VERBAL FLUENCY

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH PAIRED VERBAL FLUENCY AT SMP/SMA

Students are paired to summarize what they have learned.  Each partner has one minute to share important concepts. Concepts can not be repeated.  In the second round, each partner has 40 seconds to review, and for the final recap, partners have 20 seconds.

 (READING / WRITING)

38

PARTS: A TEXT PERUSAL STRATEGY

THE EFFECT OF PARTS: A TEXT PERUSAL STRATEGY  IN TEACHING  (READING / WRITING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

The PARTS strategy (REFERENCE) guides students in carefully reading an assignment in order to enhance learning. Similarities with the SQ3R strategy include reading in parts, asking and answering questions, and reviewing. PARTS may be used to read assignments in most subject areas, and it can be used by individual students, students and facilitators, or groups of students.

 (READING / WRITING)

39

PASS IT ALONG

THE USE OF PASS IT ALONG IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Group 1 creates/writes short letter, report or highlights of their work and sends it to Group 2. Group 2 adds their information and sends Group 1 + Group 2 on to Group 3. Group 3 adds on and sends everything on to Group 4. Group 4 sends everything on to Group 1. Group 1 removes their original information and adds updates before sending everything on to Group 2. Continue repeating process with each group removing their old information and adding new.

 (READING / WRITING)

40

PAUSE, PROMPT, PRAISE

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING PAUSE, PROMPT, PRAISE IN NARRATIVE TEXT AT THE SMP/SMA

This is a strategy which can be demonstrated in the modelled reading lesson and used by the teacher or tutor during guided reading when supporting a student’s reading of the text. Daily short intensive sessions are important for effectiveness

(READING)

41

PCI (POSITIVES, CONCERNS AND INTERESTING INSIGHTS)

THE IMPROVING THE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH PCI (POSITIVES, CONCERNS AND INTERESTING INSIGHTS) AT SMP/SMA

Keeping your innovation, study topic, or plan in mind, complete the three sections of the PCI chart using individual reflection or pair/team interviews. P—Positives—What is working? What do you want to continue? What do you like? Etc. C—Concerns—What is not working? What are problems you are having? What are your concerns? I—Interesting insights— AHAs, things to think about, realizations, etc.

(READING, WRITING, LISTENING, SPEAKING)

42

PHYSICAL BAROMETER

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

Is a technique both for assessing student positions quickly and for having students physically participate in the class.

(READING, WRITING, LISTENING, SPEAKING)

43

PICTURE NOTES TO PREDICT (Project CRISS)

THE USE OF PICTURE NOTES TO PREDICT (Project CRISS)  IN TEACHING (READING, WRITING, SPEAKING) ABILITY AT SMP/SMA

Students are asked to sketch a picture or a series of pictures that depict something they are going to be learning about to see what they already know.

(READING, WRITING, SPEAKING)

44

PLACE MAT:  A COLLABORATIVE TACTIC

THE INFLUENCE STUDENTS (WRITING) ABILITY BY USING PLACE MAT:  A COLLABORATIVE TACTIC  IN NARRATIVE TEXT AT THE SMP/SMA

Place Mat is a form of collaborative learning that combines writing and dialogue  to endure accountability and participation of all students. It involves groups of students working  both alone and together around a single piece of paper to simultaneously involve all members.

(WRITING)

45

PLAN:  A TEXTBOOK READING STRATEGY

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH PLAN:  A TEXTBOOK READING STRATEGY  AT SMP/SMA

a.  PREDICT – content and structure of the text.  Create a semantic map using titles, subtitles, highlighted words and graphics for major and minor branches b.  LOCATE – known and unknown info on the map by putting checkmarks by unfamiliar concepts use this to guide what is most important for you to read 1st, 2nd, etc. c.  ADD – words/phrases AS YOU READ to explain the concepts marked on your map d.  NOTE – your new understanding.  Create a learning log, write a summary, etc. 

(READING)

46

PMI:  POSITIVE, MINUS, INTERESTING:  A THINKING ORGANIZER

THE EFFECT OF PMI:  POSITIVE, MINUS, INTERESTING:  A THINKING ORGANIZER  IN TEACHING (READING, WRITING, SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

PMI assists in making wise decisions,  critical thinking (analysis) and evaluation.  It invites exploration of an issue from the point of view of what will or won’t work.  •  ‘Positive’ refers to reasons why something is a good idea or decision  •  ‘Minus’ refers to why something won’t work or is unwise   •  ‘Interesting’ usually refers to the position or action one takes having balanced out the Positives and Minuses

(READING, WRITING, SPEAKING)

47

POEMS FOR TWO VOICES 

THE USE OF POEMS FOR TWO VOICES   IN TEACHING ( SPEAKING , WRITING ) ABILITY AT SMP/SMA

Based on Paul Fleischman’s poetry book Joyful Noise:  Poems for Two Voices  a.  Students are given a template to write a poem as a dialogue between two people with opposing points of view.  b.  Each voice speaks individually in the poem and then the two voices speak together commenting on something about which they agree or disagree. c.  Partners do not have to come to agreement by the end of the poem but instead be able to demonstrate both views of the topic.

( SPEAKING , WRITING )

48

POETRY PROWESS

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

Find poems that deal with the content being introduced.  Poetry gives students insights into a new concept in a way that may be different from a regular text and it teaches students about different viewpoints.

( SPEAKING , WRITING )

49

POLAR OPPOSITES

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH POLAR OPPOSITES  AT SMP/SMA

Students choose a character/historical figure from the selection they are reading and develop a list of qualities that describe the character and reflect his/her personality.  Then they think of opposites for each of qualities.  As a class create a continuum for each pair of opposites.  After they finish reading they rate the character by marking the continuum and discuss their ratings as a class.

(READING)

50

PREVIEWING WORDS IN CONTEXT 

THE EFFECT OF PREVIEWING WORDS IN CONTEXT   IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Teacher reads the text and picks essential words that go with objectives and are needed to understand the unit.  Teacher “thinks aloud” and models for the students how to use context clues and question the students for probably meaning.

(READING)

51

PROBABLE PASSAGE

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

Students are given 10-15 key terms from a passage being read in class. Working in small groups, they place the words into categories and create a “gist statement” predicting a summary of the passage.  Then they list things they hope to discover as a result of the words they didn’t understand. 

(READING)