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 4

No.

MODEL

POSSIBLE JUDUL

DESCRIPTION

SKILL

1

SENTENCE PROMPTS

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

Sentence prompts can be used in a variety of ways to informally assess students and gather information to inform instruction.Show of Hands - A simple strategy to gauge the understanding level of your students is through a show of hands. In a unit on problem solving, you may ask your students if they recall the steps needed to solve a problem or how to determine the operation of a problem. Through a quick show of hands you can decide whether you need to review with a few students or with the whole class.

 (READING / WRITING)

2

SHOW OF HANDS

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

A simple strategy to gauge the understanding level of your students is through a show of hands. In a unit on problem solving, you may ask your students if they recall the steps needed to solve a problem or how to determine the operation of a problem. Through a quick show of hands you can decide whether you need to review with a few students or with the whole class.

(READING)

3

STUDENT COMPOSED QUESTIONS

THE USE OF STUDENT COMPOSED QUESTIONS  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Have students write “test” questions. Students compose the questions and possible answers. Students should think about what questions would show an in-depth understanding of a topic. When students have finished creating their questions and answers, they hand them in to you. Read through the questions and answers to get a feel for what  the students have learned about a topic.

 (READING / WRITING)

4

THREE FACTS AND A FIB

THE INFLUENCE STUDENTS (WRITING) ABILITY BY USING THREE FACTS AND A FIB  IN NARRATIVE TEXT AT THE SMP/SMA

The three facts and a fib activity is a great strategy to find out what students have learned about a unit of study. Students write down three facts and one fib about a topic. They take turn sharing their three facts and a fib with a partner, in a small group, or with the entire class. Students enjoy trying to identify the “fib.” Circulate throughout the class as the students are writing and sharing what they have written.

(WRITING)

5

THREE THINGS

THE IMPROVING THE STUDENTS (READING / SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH THREE THINGS  AT SMP/SMA

The three things strategy involves giving each student a piece of paper and having them visually represent, through words or drawings, three things they have learned in the unit so far. Tell students to provide as many details as possible to determine the depth of their understanding. Have students share with a partner. By talking through their ideas, students may come up with more details to add. Give students a couple minutes to add or make changes to their “three things” and then have them hand them in so you can take a closer look at what they create

(READING / SPEAKING)

6

THUMBS UP, THUMBS DOWN

THE EFFECT OF THUMBS UP, THUMBS DOWN  IN TEACHING (READING, LISTENING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Using the thumbs up/thumbs down strategy with your students is one way to determine whether students understand the information presented. After introducing students to new learning, do a quick comprehension check to see if students understand the information presented. Ask students to give you a thumbs up if they understand and a thumbs down if they don’t understand and need more information.

(READING, LISTENING)

7

TURN AND TALK

THE USE OF TURN AND TALK  IN TEACHING (READING)  ABILITY AT SMP/SMA

The turn and talk strategy allows all students to talk about a question or topic that you have introduced in class. Students turn to a neighbour and discuss their thoughts and what they have learned about the question or topic. Both students are given the opportunity to speak. Circulate throughout the classroom during the turn and talk activity in order to get an idea of what they students know and have learned about the question or topic being studied

(READING)

8

WHIP AROUND

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

Whip around is a formative assessment strategy that involves all the students in the class. First, you pose a question to the students. The students are given a few minutes to formulate their answers and make brief notes. You then repeat the question and “whip around” the room and have each student give one response from their notes.

(READING)

9

 ATTRIBUTE WEB

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

Students visualize a character’s traits and summarize their impressions of her/him: a.  how a character looks b.  how a character acts c.  how a character feels d.  how other characters feel about him or her e.  examples of what the character says

(READING)

10

 EXPECTATION OUTLINE

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

Students ask questions as they read and make predictions about what they will learn: a.  Model for students expectation outline b.  Before students read, preview the chapter by reading the title, headings, and subheadings c.  Predict what they think the text will be about d.  Using headings and subheadings, students write questions about the text that they hope will be answered as they read. e.  Write their ?s on the board and label underneath headings/subheadings f.  Students read the text and discuss answers that were /weren’t found

(READING)

11

 KNOWLEDGE RATING SCALE

THE USE OF  KNOWLEDGE RATING SCALE  IN TEACHING (READING)  ABILITY AT SMP/SMA

Students are given a list of vocabulary words and asked to rate their understanding of the words. a.  Teachers select words that are connected to the key themes in the text.  b.  Students evaluate their knowledge of each word: i.  K – I know it ii.  H – I have a hunch of what it means  iii.  S – I have seen it but I don’t know it iv.  N – I have never seen it before today c.  Give students examples of the words in sentences without the definitions and have them use the context to figure it out.   d.  Students use the guide to create clues to help them understand the meaning of the word and then have to use it in a new sentence.

(READING)

12

 METACOGNITIVE CONTEXT INSTRUCTION

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

A simple way to teach students to find the figure out the meaning of a word in context by having the students: a.  Look – before, at, and after the word b.  Reason – connect what you know with what the author has written c.  Predict a possible meaning d.  Resolve and redo – decide if you know enough, should try again, or consult an expert for reference

 (READING / WRITING)

13

 PREFIXES, SUFFIXES, AND ROOTS WEB

THE IMPROVING THE STUDENTS  (VOCABULARY)  ABILITY IN NARRATIVE TEXT THROUGH  PREFIXES, SUFFIXES, AND ROOTS WEB  AT SMP/SMA

Students are given the root of the day and create a web of words that are developed from the root.

 (VOCABULARY)

14

 TEN IMPORTANT WORDS PLUS

THE EFFECT OF  TEN IMPORTANT WORDS PLUS  IN TEACHING  (VOCABULARY)  SKILL ON NARRATIVE TEXT AT SMP/SMA

This strategy helps students understand vocabulary in context and comprehend the texts they are reading. a.  Students are given 10 post it notes b.  Students identify 10 important words as they read, each on a separate post it note & change them as they continue to read c.  Place the words in columns to form a class graph d.  Students are asked to analyze the data from the graph: e.  Students write a one sentence summary of the selection f.  Teacher assigns groups a word to study and on notecards asks: g.  Have students then create “links” to words given to other students h.  Students find one person with whom to form a link b/c their words belong together for some reason

 (VOCABULARY)

15

60-SECOND SYNOPSIS STRATEGY

THE USE OF 60-SECOND SYNOPSIS STRATEGY  IN TEACHING (READING / SPEAKING) ABILITY AT SMP/SMA

This is a group strategy designed to improve concentration and reading comprehension (Huffman, 1992-1993). Groups of 3-4 students are given a reading assignment. All members of the group do the reading and then compile an annotation of the main points. Results are presented to the rest of the class orally.

(READING / SPEAKING)

16

ABC BRAINSTORMING 

THE INFLUENCE STUDENTS  (READING, VOCABULARY)  ABILITY BY USING ABC BRAINSTORMING   IN NARRATIVE TEXT AT THE SMP/SMA

This can be used by students before, during, and after reading to brainstorm their knowledge of the topic, collect key vocabulary, and review what they have learned.   Students are given a chart with all the letters of the alphabet and asked to write down specific words or phrases about one topic that begin with each letter.

 (READING, VOCABULARY)

17

AFFINITY DIAGRAM

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH AFFINITY DIAGRAM  AT SMP/SMA

Affinity diagram is a planning tool that is used when you are trying to: •  Add structure to a large or complicated issue •  Break down a complicated issue into easy-to-understand categories •  Gain agreement on an issue or situation

(READING)

18

AGREE/DISAGREE PROCESS 

THE EFFECT OF AGREE/DISAGREE PROCESS   IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Purpose: To help students organize data to support a position for or against an idea.

(READING)

19

ALPHABET SOUP

THE USE OF ALPHABET SOUP  IN TEACHING  (READING, VOCABULARY)  ABILITY AT SMP/SMA

Students are given a story and an ABC list.  After they read the story, they are asked to recall events, characters, etc. for each letter of the alphabet

 (READING, VOCABULARY)

20

ANALOGICAL STUDY GUIDES

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

Students compare new concepts with concepts that are familiar to them.

(READING)

21

ANALOGY PROBLEMS

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH ANALOGY PROBLEMS  AT SMP/SMA

a.  Teacher created: A is to B as C is to D  b.  Student created (after multiple times of analogy practice) 

(READING)

22

ASSOCIATIVE THINKING

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

To spark student interest in a topic before reading; to generate student prior knowledge; to understand the four components of thought (words, images, feelings and physical sensations)

(READING)

23

BIOPOEMS

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

Students choose a character from a novel, or a historical figure and create a poem reflecting on the personality traits and synthesize what they have learned. a.  First name b.  Four traits that describe the subject c.  Relative of d.  Lover of  e.  Who feels f.  Who needs g.  Who fears h.  Who gives i.  Who would like to see j.  Resident of  k.  Last name

(READING)

24

C & S - CONSEQUENCE AND SEQUEL 

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING C & S - CONSEQUENCE AND SEQUEL   IN NARRATIVE TEXT AT THE SMP/SMA

C & S is a crystallization of the process of looking ahead to see the consequences of some action, plan, decision, rule, and/or invention.

(READING)

25

C (2) QU 

THE IMPROVING THE STUDENTS  (VOCABULARY)  ABILITY IN NARRATIVE TEXT THROUGH C (2) QU   AT SMP/SMA

Another strategy to teach vocabulary in context: a.  C1 - Present a word in context and students create hypotheses about the words meaning:  attributes, ideas, associations b.  C2 - Provide more explicit context with the word and have students reaffirm their hypotheses c.  Q – Ask a question what involves semantic interpretation of the word and give the definition of the word if they haven’t already figured it out d.  U – Ask the students to use the word in a new sentence.

 (VOCABULARY)

26

CHARACTER QUOTES

THE EFFECT OF CHARACTER QUOTES  IN TEACHING  (VOCABULARY)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Students are given quotes from characters in a text, historical figures, etc. and are asked to work in groups to brainstorm as many words as they can that they think of to describe  their impression of this person based on this quote.  Then they share their traits and reasoning for those traits with the class.  Students then make generalizations about the person based on the quotes.

 (VOCABULARY)

27

CLASSIFYING CHALLENGE

THE USE OF CLASSIFYING CHALLENGE  IN TEACHING  (VOCABULARY)  ABILITY AT SMP/SMA

Students sort new vocabulary and their synonyms. a.  Find 2-4 words from the text that might be new to the students and creates notecards w/10 synonyms or associations for each of the new words b.  Introduce the new words by writing a sentence on the board for each word c.  Students discuss the meaning of the words as a class and given the definition of the word d.  Students work with partners to determine which synonym fits with each word e.  As a class organize the synonyms on the board into the correct word category 

 (VOCABULARY)

28

CLASSROOM FEUD (FAMILY FEUD)

THE INFLUENCE STUDENTS  (VOCABULARY)  ABILITY BY USING CLASSROOM FEUD (FAMILY FEUD)  IN NARRATIVE TEXT AT THE SMP/SMA

Another great review game for all content areas (example ?s in book) a.  Prepare your questions ahead of time (enough questions for every student in class to be able to answer one)- MC, fill in the blank, short answer b.  Split the class into 2 teams, each w/ one initial spokesperson c.  Teams are given 15 seconds to confer and decide on an answer – if right, they get a point and if wrong, the other team can guess and get a point if their answer is correct. 

 (VOCABULARY)

29

COMPARE AND CONTRAST STRATEGY DESCRIPTION:

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH COMPARE AND CONTRAST STRATEGY DESCRIPTION: AT SMP/SMA

Compare and Contrast Strategy helps students describe simple ideas/objects in terms of similarities and differences and draw conclusions based on observed characteristics.

(READING)

30

CONCEPT ATTAINMENT STRATEGY

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

The concept attainment strategy develops conceptual thinking. • to have students determine for themselves the essential attributes of a new concept • to have students enrich or clarify thinking on a previously acquired concept

 (READING / WRITING)

31

CONFLICT-RESOLUTION PARADIGM

THE USE OF CONFLICT-RESOLUTION PARADIGM  IN TEACHING (READING)  ABILITY AT SMP/SMA

Students work in small groups to identify conflicts and resolutions. a.  Students read a story centered around conflict b.  In small groups, students ID the conflicts that exist in the story c.  Groups decide if the conflicts are external, internal, or both d.  Groups determine how the conflict was resolved e.  Group leader presents group’s ideas to the class 

(READING)

32

CONNECT TWO

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

Teachers can use this activity with students before or after reading a text or as a review of the vocabulary they have been taught throughout the semester.   a.  Pick 10 – 15 key concepts/terms in the material that the students will be reading.   b.  Give these to the students and have them brainstorm how the words may or may not  go together (or give them words in two columns and have them pair the words together with reasoning.) 

(READING)

33

CONTENT PREDICT O GRAM

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH CONTENT PREDICT O GRAM  AT SMP/SMA

Students are given 12-15 words and 4-5 categories to predict where the words go.  Students then meet with partners/small groups and discuss their ideas.  They read the text and fix their predict o grams with the correct categories.  Students use the categories to write summaries about the content learned.  

 (READING / WRITING)

34

CONTENT PYRAMID FRAME 

THE EFFECT OF CONTENT PYRAMID FRAME   IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Students use the frame to summarize and reflect on what they have learned about a topic: a.  One word identifying the main topic of the reading or the day’s lesson b.  Two interesting words from the lesson/ reading c.  Three words representing the main topic of study d.  Four words representing why this is important today e.  Five words that summarize the section f.  Six words stating a question you would like answered about the topic 

(READING)

35

CONTENT STORY IMPRESSIONS

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

Students are introduced to important terms and concepts before they encounter them in a text/assignment.  Students are given a list of key terms and with a partner, brainstorm possible connections to the chain of clues.  Make predictions about the content of the text and the meaning of the words. Then they read the section and write a summary of the text using the key terms as well as new terms they learned that were not included in the first list.

(READING)

36

COPE STRATEGY

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

COPE is a strategy to master content by collecting,organizing, processing information and explaining what has been learned. • to teach and organize content• to apply the learning

(READING)

37

CORNELL NOTES

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

Notetaking method that involves 3 steps:  notetaking, brainstorming questions and key ideas, and summarizing a.  Teach students how to interact with their notes and review what they learned when they leave the classroom. b.  Have students highlight key words/ideas, create test questions, summarize what they learned, write down what they don’t understand, etc.

 (READING / WRITING)

38

CREATE A CATEGORY

THE EFFECT OF CREATE A CATEGORY  IN TEACHING  (VOCABULARY)  SKILL ON NARRATIVE TEXT AT SMP/SMA

This is similar to List, Group, Label but with points. a.  Students are given a list of 15-20 words (on the board) and asked to work together to categorize the words into as many categories as possible.   b.  Each category should have at least 3 words in it.  Points are given for each category that the group is able to explain. 

 (VOCABULARY)

39

CREATING METAPHORS

THE USE OF CREATING METAPHORS  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Students look to see how two words that might seem quite different might actually be, at a more general level, very similar. a.  Students list specific characteristics of a targeted term. b.  Students rewrite those characteristics in more general language. c.  Students ID another specific term and explain how it also has the same general characteristics as the 1st term

 (READING / WRITING)

40

CRITICAL LITERACY RESPONSE

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

Students are asked to respond critically to a text responding to one or more of the following questions a.  Why do you think people should or shouldn’t read this book? b.  What surprised you about this book? c.  What questions would you like to ask the author of this book? d.  Write an experience from your own life that connects with this book. e.  Write a statement about the worldview represented in this book. f.  Write a statement from a perspective not represented in this book.

(READING)

41

CSSD STRATEGY

THE IMPROVING THE STUDENTS  (VOCABULARY)  ABILITY IN NARRATIVE TEXT THROUGH CSSD STRATEGY  AT SMP/SMA

The CSSD strategy combines a number of approaches for learning vocabulary words and meanings (Dulin, 19xx). This four-step procedure is outlined below.  Context, Structure, Sound and Dictionary

 (VOCABULARY)

42

DEFINING VOCABULARY IN CONTEXT

THE EFFECT OF DEFINING VOCABULARY IN CONTEXT  IN TEACHING  (VOCABULARY)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Teach students how to monitor their own vocabulary understanding as they read by having them: a.  Survey the material to see what it is about b.  Skim the materials to identify unknown vocabulary words and underline them c.  Use context to try to figure out the meaning and check the meaning in the dictionary d.  Write the definition by the word in the text e.  Read the passage with the defined vocabulary to ensure comprehension

 (VOCABULARY)

43

DISSECT STRATEGY

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

DISSECT is a word identification strategy that combines several of the strategies covered in thepreceding paragraphs. The strategy, developed by Deshler and associates (year), emphasizes thesystematic analysis of a word using context and word element clues.

 (READING / WRITING)

44

DIVERGENT THINKING STRATEGY

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

The Divergent Thinking Strategy teaches students there is not always one correct solution to a problem and that problems should be viewed in a variety of contexts.

 (READING / WRITING)

45

DRAW: DRAW, READ, ATTEND, WRITE

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH DRAW: DRAW, READ, ATTEND, WRITE  AT SMP/SMA

a.  All students are given a sheet of questions about the text being read b.  DRAW – students/groups pick one of the questions from a hat based on the unit they are reading about. c.  READ – students read the material and write their answers on the sheets that contain ALL the questions d.  ATTEND – teacher asks groups to share their questions and explain how their answer was determined.  Students make notes on their question sheet. e.  WRITE – individual question sheets are collected and the teacher pulls several questions from the sheet and gives the class an oral quiz on what they have learned.

(READING)

46

EBS:  EXAMINE BOTH SIDES:  A THINKING ORGANIZER

THE EFFECT OF EBS:  EXAMINE BOTH SIDES:  A THINKING ORGANIZER  IN TEACHING (SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

EBS is connected to critical thinking, the search for truth. It is a pre-skill for debating or for Academic Controversy. It encourages students to look at both sides of an issue.

(SPEAKING)

47

ENERGIZERS

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

The purpose of energizers is primarily to “liven up,” energize, activate and stimulate the mind and body of your learners.  Recent brain research tells us that physical stimulation boosts mental activity, that learning done with the body is generally more effective than with the mind only and that the “engagement part” of emotions increases the impact and recall of the learning experiences.

 (READING / WRITING)

48

ENTRANCE / EXIT SLIPS / HOT CARDS

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING ENTRANCE / EXIT SLIPS / HOT CARDS  IN NARRATIVE TEXT AT THE SMP/SMA

Student’s ticket into or out of class.  a.  Students reflect and summarize the day’s lesson.   b.  Teachers use these to check on student’s learning.

 (READING / WRITING)

49

EXCLUSION BRAINSTORMING

THE IMPROVING THE STUDENTS  (VOCABULARY)  ABILITY IN NARRATIVE TEXT THROUGH EXCLUSION BRAINSTORMING AT SMP/SMA

Teacher puts the title of the selection on the board and gives the students 15 words or phrases below the selection (5 are related to the selection, 5 are not related to the selection at all, and 5 are ambiguous) b.  Students eliminate words/phrases they think have nothing to do with the selection and explain their reasoning c.  Students choose which words/phrases they think the selection is most about and explain why d.  Students choose the ambiguous words last e.  Students read the selection and look for words from the list and determine if they are important to the selection f.  Discuss the ambiguous words and why they are that way   

 (VOCABULARY)

50

EYEWITNESS TESTIMONY CHARTS

THE EFFECT OF EYEWITNESS TESTIMONY CHARTS  IN TEACHING (SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Have students witness a live interaction with another person.  Then have them write down their “eyewitness” accounts of what they just observed.  Then they exchange their accounts with another classmate looking for information they omitted.  Then they discuss with their partner and come back together as a class.  From here the students are asked to do the same thing with a piece of text.

(SPEAKING)

51

FACTSTORMING

THE USE OF FACTSTORMING IN TEACHING  (VOCABULARY)  ABILITY AT SMP/SMA

Like brainstorming it is a technique used to generate as many facts as one can related to a particular divergent thinking question.

 (VOCABULARY)