POSSIBLE TITLE
THE IMPROVING THE STUDENTS (READING / WRITING) ABILITY IN NARRATIVE TEXT THROUGH FOUR
CORNERS AT SMP/SMA
THE EFFECT OF FOUR CORNERS IN TEACHING (READING / WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA
THE USE OF FOUR CORNERS IN TEACHING (READING / WRITING) ABILITY AT SMP/SMA
THE INFLUENCE STUDENTS
(READING / WRITING) ABILITY BY
USING FOUR CORNERS IN NARRATIVE TEXT AT THE SMP/SMA
This is an activity that can be adapted to a large scale
classroom with a few structural changes.
Rather than posting a question or number in four corners, post a diagram
of the room on the screen (on a PowerPoint slide), clearly marking where
students should move to identify with a particular dimension or image. The rest of the lesson could proceed as with
a smaller classroom. You can also put a
stopwatch on the projector so students have access to the same timing that you
are using
Purpose: This cooperative technique provides an
opportunity for learners to deepen their understanding by exploring issues and
expressing opinions. The technique can energize a lesson by providing movement
and interaction with peers.
Procedure:
1.
Post
the dimensions related to the topic in each of the four corners of the room
(e.g., strongly agree,agree, disagree, strongly disagree or number four
different pictures and then post the numbers).
2.
Each
student selects a particular dimension in response to a question posed by the
teacher, and moves to the appropriate corner.
3.
Once
in their selected corner students pair up to discuss the reason(s) for their
choice.
4.
Students
listen actively to their partner’s response and are prepared to share what they
heard their partner say.
5.
The
teacher randomly chooses partners to share responses from each corner.
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