JUDUL SKRIPSI BAHASA INGGRIS VOCABULARY PART 1 (Synectic Comparison Strategy, Words Chains Games & Community Language Learning Method (CLLM))
VARIASI JUDUL
1.
Synectic Comparison Strategy
a.
The Use of Synectic Comparison Strategy
in Teaching Vocabulary
b.
The
Effect of Synectic Comparison Strategy to Improving the Students’ Vocabulary Mastery
2.
Words Chains Games
a.
The Use of Words Chains Games
Increase the Vocabulary Mastery of the Second Year Students of SMU
b.
The
Improving Students’ Vocabulary Mastery Through Words Chains
Games
3.
Community Language Learning Method
(CLLM)
a.
The Use of Community Language
Learning Method (CLLM) in Teaching Vocabulary Mastery
b.
The
Effectiveness of Using Community Language Learning Method
(CLLM) in Teaching Vocabulary Mastery
EXPLANATION
1.
Synectic Comparison Strategy
a.
Definition
According to Preszler (2006: 21) Synectics is a strategy for comparing content to
an unrelated object. It causes students to think about vocabulary words in creative ways. In a
synectic comparison, the brain has to compare two things that aren’t usually compared. In
addition, the strategy requires the brain to create pictures as it searches for comparisons. As a
result, students are more likely to retain the information.
b.
Procedure
1) Identify vocabulary words or content terms.
2) Provide students with words not related to the
content. Students may use these words to create their comparisons. For example,
if the science content term is comet, you might provide students with the
following options:
Toaster
Speed boat Ice cream cone Stallion
3) Create an example to model the synectic.
A comet
is like a _______________ because ___________.
A comet
is like a toaster because it burns very hot.
4) Share your example with the class. Explain your
logic or thinking for the comparison. Give students the opportunity to list
additional ways that a comet might be like a toaster.
5) Ask students to create their own comparisons.
Students may work in teams or pairs. Allow students to select from the
comparison options you’ve provided or to select their own objects for
comparison.
6) Direct students to create a graphic illustration to
accompany their synectics.
7) Direct small groups to share their creations with
the class.
2.
Words Chains Games
a.
Definition
Words chain game is a game on RCTI.
This game is a words game which is called “kata berantai”. The purpose or
playing this game is to increase and develop the students’ vocabulary mastery.
The game involves the participant into two groups, they are three persons in
each groups.
b.
Procedure
1) Ask the students to bring the
dictionary
2) Make the students at ease
3) Get them away from
feeling nervous and tense
4) Explain how to play the game very
well.
3.
Community Language Learning Method
(CLLM)
a.
Definition
Community
Language Learning Method is counseling learning where it is a non-direct
therapies approach which is designed to easing the learners in acquiring the
target language. This design of CLLM discusses about
activities of teaching learning using CLLM technique such as : objective, the
syllabus, type learning and teaching activities, learner roles, and teacher
roles
b.
Procedure
1) Translation.
Learners from a small circle. A learner whisper a message or meaning he or she
want to express, the teacher translates it into the target language, and the
learner repeats the teacher’s translation.
2) Group work.
Learners may engage in various group tasks, such as small group discussion of a
topic, preparing a conversation, preparing a summary of a topic for
presentation to other group. Preparing a story that will be presented to the
teacher and the rest of the class.
3) Recording.
Students record conversations in the target language.
4)
Transcription. Students transcribe utterances and
conversation they have recorded for practice and analysis of linguistic forms.
5)
Analysis. Students analyze and study transcriptions of
target language sentence in order to focus on particular lexical usage or on
the application of particular grammar rules.
6)
Reflection and observation. Learners reflect and
report on their experience of the class, as a class or in groups.
7)
Listening. Students listen to a monologue by the
teacher involving elements they might have elicited or over hear in class
interactions
8)
Free conversation. Students engage in free
conversation with the teacher or with other learners
