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 2

No.

MODEL

POSSIBLE JUDUL

DECRIPSI

SKILL

1

Grab a Volunteer

THE INFLUENCE STUDENTS (SPEAKING) ABILITY BY USING Grab a Volunteer  IN RECOUNT TEXT AT THE SMP/SMA

After a minute paper (or better: think pair share) pick one student to stand up, cross the room, and read any other student's answer.

(SPEAKING)

2

Socratic Questioning

THE IMPROVING THE STUDENTS (SPEAKING) ABILITY IN RECOUNT TEXT THROUGH Socratic Questioning  AT SMP/SMA

The instructor replaces lecture by peppering students with questions, always asking the next question in a way that guides the conversation toward a learning outcome (or major Driving Question) that was desired from the beginning.

(SPEAKING)

3

Reverse Socratic Questioning

THE EFFECT OF Reverse Socratic Questioning  IN TEACHING (READING / SPEAKING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

The instructor requires students to ask him/her questions, and the instructor answers in such a way as to goad another question immediately but also drive the next student question in a certain direction.

(READING / SPEAKING)

4

Pass the Pointer

THE USE OF Pass the Pointer  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Place a complex, intricate, or detailed image on the screen and ask for volunteers to temporarily borrow the laser pointer to identify key features or ask questions about items they don’t understand.

 (READING / WRITING)

5

Turn My Back

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING Turn My Back  IN RECOUNT TEXT AT THE SMP/SMA

Face away from the class, ask for a show of hands for how many people did the reading. After they put hands down, turn around again and ask to hear a report of the percentage. This provides an indication of student preparation for today’s material.

 (READING / WRITING)

6

Empty Outlines

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN RECOUNT TEXT THROUGH Empty Outlines  AT SMP/SMA

Distribute a partially completed outline of today’s lecture and ask students to fill it in. Useful at start or at end of class.

 (READING / WRITING)

7

Classroom Opinion Polls

THE EFFECT OF Classroom Opinion Polls  IN TEACHING  (READING / WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

Informal hand-raising suffices to test the waters before a controversial subject.

 (READING / WRITING)

8

Quote Minus One

THE USE OF Quote Minus One  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Provide a quote relevant to your topic but leave out a crucial word and ask students to guess what it might be: “I cannot forecast to you the action of; it is a riddle, wrapped in a mystery, inside an enigma.” This engages them quickly in a topic and makes them feel invested.

 (READING / WRITING)

9

Polar Opposites

THE INFLUENCE STUDENTS (WRITING) ABILITY BY USING Polar Opposites  IN RECOUNT TEXT AT THE SMP/SMA

Ask the class to examine two written-out versions of a theory (or corollary, law of nature, etc.), where one is incorrect, such as the opposite or a negation of the other. In deciding which is correct, students will have to examine the problem from all angles.

(WRITING)

10

Pop Culture

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN RECOUNT TEXT THROUGH Pop Culture  AT SMP/SMA

Infuse your lectures, case studies, sample word problems for use during class with current events from the pop culture world. Rather than citing statistics for housing construction, for instance, illustrate the same statistical concept you are teaching by inventing statistics about something students gossip about, like how often a certain pop star appears in public without make-up.

 (READING / WRITING)

11

Make Them Guess

THE EFFECT OF Make Them Guess  IN TEACHING  (READING / WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

Introduce a new subject by asking an intriguing question, something that few will know the answer to (but should interest all of them). Accept blind guessing for a while before giving the answer to build curiosity.

 (READING / WRITING)

12

Make It Personal

THE USE OF Make It Personal  IN TEACHING (WRITING) ABILITY AT SMP/SMA

Design class activities (or even essays) to address the real lives of the individual students. Instead of asking for reflections on Down’s Syndrome, ask for personal stories of neurological problems by a family member or anyone they have ever met.

(WRITING)

13

Punctuated Lectures

THE INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING Punctuated Lectures  IN RECOUNT TEXT AT THE SMP/SMA

Ask student to perform five steps: listen, stop, reflect, write, give feedback. Students become self-monitoring listeners.

(READING, WRITING, LISTENING, SPEAKING)

14

Word of the Day

THE IMPROVING THE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY IN RECOUNT TEXT THROUGH Word of the Day AT SMP/SMA

Select an important term and highlight it throughout the class session, working it into as many concepts as possible. Challenge students to do the same in their interactive activities.

(READING, WRITING, LISTENING, SPEAKING)

15

Recall, Summarize, Question, Connect, and Comment

THE EFFECT OF Recall, Summarize, Question, Connect, and Comment  IN TEACHING (READING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This method of starting each session (or each week) has five steps to reinforce the previous session’s material: recall it, summarize it, phrase a remaining question, connect it to the class and comment on that class session.

(READING)

16

Pass the Chalk

THE USE OF Pass the Chalk  IN TEACHING (READING)  ABILITY AT SMP/SMA

Provide chalk, a dry erase marker or a soft toy; whoever has it must answer your next question, and they pass it on to the student of their choice.

(READING)

17

Whiteboard Capture

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING Whiteboard Capture  IN RECOUNT TEXT AT THE SMP/SMA

Using a smartphone, take photographs of the whiteboard at the end of the day and post them (labeled by date) to the university’s learning management system (LMS) for easy student reference.

 (READING / WRITING)

18

Pass the Dart

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN RECOUNT TEXT THROUGH Pass the Dart  AT SMP/SMA

Like Pass the Chalk, use a real (but safe?) dartboard to decide which student must answer the next question (student names are arranged on the dartboard already).

 (READING / WRITING)

19

Beach Ball Bingo

THE EFFECT OF Beach Ball Bingo  IN TEACHING (WRITING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

Write questions or prompts onto all surfaces of a beach ball (or tape them on). When the next student catches the ball, they answer one of the questions where fingers are touching the ball.

(WRITING)

20

Bingo Balls of Doom

THE USE OF Bingo Balls of Doom  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Every student is assigned a number; when the faculty member pulls that number from the bingo cage, that student should answer the next question.

 (READING / WRITING)

21

Town Hall Meeting

THE INFLUENCE STUDENTS (SPEAKING) ABILITY BY USING Town Hall Meeting  IN RECOUNT TEXT AT THE SMP/SMA

Abdicate the front of the room for a student willing to speak out on a controversial subject, and when they are done with their comment, the selects the next speaker from the hands raised.

(SPEAKING)

22

One-Minute Papers

THE IMPROVING THE STUDENTS (WRITING) ABILITY IN RECOUNT TEXT THROUGH One-Minute Papers  AT SMP/SMA

Students write for one minute on a specific question (which might be generalized to “what was the most important thing you learned today”). Best used at the end of the class session.

(WRITING)

23

Infographic

THE EFFECT OF Infographic  IN TEACHING  (READING / WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

Infographic – Students use online services (visual.ly, infogr.am) to create an infographic that combines flowchart logic and visual presentation

 (READING / WRITING)

24

One-Sentence Summary

THE USE OF One-Sentence Summary  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Summarize the topic into one sentence that incorporates all who/what/when/where/why/how creatively.

 (READING / WRITING)

25

Application to Major

THE INFLUENCE STUDENTS (WRITING) ABILITY BY USING Application to Major  IN RECOUNT TEXT AT THE SMP/SMA

During last 15 minutes of class, ask students to write a short article about how the point applies to their major.

(WRITING)

26

Pro and Con Grid

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN RECOUNT TEXT THROUGH Pro and Con Grid  AT SMP/SMA

Students list out the pros and cons for a given subject.

 (READING / WRITING)

27

Chain Notes

THE EFFECT OF Chain Notes  IN TEACHING (WRITING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

Instructor pre-distributes index cards and passes around an envelope, on which is written a question relating to the learning environment (i.e., are the group discussions useful?) Students write a very brief answer, drop in their own card, and pass the envelope to the next student.

(WRITING)

28

Course-Related Self-Confidence Surveys

THE USE OF Course-Related Self-Confidence Surveys  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Simple questions that measure how self-confident students are when it comes to a specific skill. Once they become aware they can do it, they focus on it more.

 (READING / WRITING)

29

Categorizing Grid

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING Categorizing Grid  IN RECOUNT TEXT AT THE SMP/SMA

Hand out rectangles divided into cells and a jumbled listing of terms that need to be categorized by row and column.

 (READING / WRITING)

30

Defining Features Matrix

THE IMPROVING THE STUDENTS (READING)  ABILITY IN RECOUNT TEXT THROUGH Defining Features Matrix  AT SMP/SMA

Hand out a simple table where students decide if a defining feature is PRESENT or ABSENT. For instance, they might have to read through several descriptions of theories and decide if each refers to behaviorist or constructivist models of learning.

(READING)

31

Pair-Share-Repeat

THE EFFECT OF Pair-Share-Repeat  IN TEACHING (READING / SPEAKING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

After a pair-share experience, ask students to find a new partner and debrief the wisdom of the old partnership to this new partner.

(READING / SPEAKING)

32

Wisdom of Another

THE USE OF Wisdom of Another  IN TEACHING (READING / SPEAKING) ABILITY AT SMP/SMA

After any individual brainstorm or creative activity, partner students up to share their results. Then, call for volunteers of students who found their partner’s work to be interesting or exemplary. Students are sometimes more willing to share in plenary the work of fellow students than their own work.

(READING / SPEAKING)

33

Do-Si-Do

THE INFLUENCE STUDENTS (SPEAKING) ABILITY BY USING Do-Si-Do  IN RECOUNT TEXT AT THE SMP/SMA

Students do partner work first, then sound off by twos. All of the 2’s stand up and find a new partner (the 1’s are seated and raise their hands until a new partner comes), then debrief what was said with the first partner. Variation: Later, all the 1’s come together in a large circle for a group debrief, while the 2’s have their own circle.

(SPEAKING)

34

Interactive Lit Review

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN RECOUNT TEXT THROUGH Interactive Lit Review  AT SMP/SMA

Give a different snippet of reading to each group in the room and a specific task (such as “map ideas onto this larger set of principles you see on the screen”); capture bullets onto the board, then follow with a Gallery Walk (voting dots) to lead to more debrief.

 (READING / WRITING)

35

Closed Eyes Method

THE EFFECT OF Closed Eyes Method  IN TEACHING (SPEAKING) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

To prevent students at home from “reading” presentations (such as poem recitations) that were supposed to be memorized for YouTube upload, require them to give the performance with their eyes closed.

(SPEAKING)

36

Interactive Video Quizzes

THE USE OF Interactive Video Quizzes  IN TEACHING (READING, LISTENING) ABILITY AT SMP/SMA

Using annotations (text boxes) and making them hyperlinks to other uploaded videos, instructors can construct an on-screen “multiple choice” test leading to differentiated video reactions, depending on how the student answers. Requires filming multiple videos and some editing work.

(READING, LISTENING)

37

Embed into PowerPoint

THE INFLUENCE STUDENTS (READING, LISTENING) ABILITY BY USING Embed into PowerPoint  IN RECOUNT TEXT AT THE SMP/SMA

YouTube videos can be embedded into a PowerPoint if there is an active Internet connection.

(READING, LISTENING)

38

Scavenger Hunt

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN RECOUNT TEXT THROUGH Scavenger Hunt  AT SMP/SMA

Ask students to circulate around the room and locate classmates who fit in certain categories (i.e., only child, lived abroad, bi- or multi-lingual, same major, etc. You can also include statements that revolve around class content.

 (READING / WRITING)

39

Twenty Questions

THE EFFECT OF Twenty Questions  IN TEACHING  (READING / WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

Assign a person, theory, concept, event, etc. to individual students and have the partner ask yes/no questions to guess what the concept is. Also works on a plenary level, with one student fielding the questions from the whole class.

 (READING / WRITING)

40

impromptu Speeches

THE USE OF impromptu Speeches  IN TEACHING (SPEAKING) ABILITY AT SMP/SMA

Students generate keywords, drop them into a hat, and self- choose presenters to speak for 30 seconds on each topic.

(SPEAKING)

41

Anchor Charts: Making Thinking Visible

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING Anchor Charts: Making Thinking Visible IN RECOUNT TEXT AT THE SMP/SMA

Anchor Charts build a culture of literacy in the classroom by making thinking visible: recording content, strategies, processes, cues, and guidelines during the learning process Posting Anchor Charts keeps relevant and current learn- ing accessible to students: to remind them of prior learning, and to enable them to make connections as new learning happens Students refer to the charts and use them as tools as they answer questions, expand ideas, or contribute to discussions and problem solving in class

 (READING / WRITING)

42

Back-To-Back and Face-to-Face

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN RECOUNT TEXT THROUGH Back-To-Back and Face-to-Face AT SMP/SMA

This protocol provides a method for sharing information and gaining multiple perspectives on a topic through part- ner interaction It can be used for reviewing and sharing academic material, as a personal “ice breaker,” or as a means of engaging in critical thinking about a topic of debate

 (READING / WRITING)

43

Close Viewing

THE EFFECT OF Close Viewing IN TEACHING  (READING / WRITING)  SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This protocol helps students focus on the details in a picture, photograph, or illustration in an effort to add to their growing understanding on a given text or topic It is designed to provide time for students to talk through their ideas with a partner before writing or drawing about them independently

 (READING / WRITING)

44

Infer the Topic

THE USE OF Infer the Topic IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

This protocol offers students a chance to work together to uncover the heart of a larger concept before they begin to study a new topic Students also get a chance to experience the ways an inference can change as they take in new information It allows students to draw on their own background knowledge and work in a fun, collaborative envi- ronment with new information from a variety of peers to uncover meaning

 (READING / WRITING)

45

Peer Critique

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING Peer Critique IN RECOUNT TEXT AT THE SMP/SMA

This protocol can be used to offer critique and feedback in preparation for revision of work It should be used after a draft of what will become a finished product is completed This process will help students see what is working and then ask questions and offer suggestions, leading to revision and improvement It is important students understand that the focus should be on offering feedback that is beneficial to the author/creator Explicit modeling is necessary for this protocol to be used successfully

 (READING / WRITING)

46

Praise, Question, Suggestion

THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN RECOUNT TEXT THROUGH Praise, Question, Suggestion AT SMP/SMA

This protocol can be used to offer critique and feedback in preparation for revision of work It should be used after a draft of what will become a finished product is completed This process will help students see what is working and then ask questions and offer suggestions, leading to revision and improvement It is important students understand that the focus should be on offering feedback that is beneficial to the author Explicit modeling is necessary for this protocol to be used successfully

 (READING / WRITING)

47

Rank-Talk-Write

THE EFFECT OF Rank-Talk-Write IN TEACHING ( SPEAKING , WRITING ) SKILL ON DESCRIPTIVE TEXT AT SMP/SMA

This protocol, adapted from “Pause, Star, Rank” in Himmele and Himmele’s Total Participation Techniques (2011), allows students to actively review their notes about new concepts as well as analyze and discuss the importance of key ideas they identify

( SPEAKING , WRITING )

48

SVES (Stephens Vocabulary Elaboration Strategy)

THE USE OF SVES (Stephens Vocabulary Elaboration Strategy) IN TEACHING  (READING / WRITING / VOCABULARY)  ABILITY AT SMP/SMA

The Stephens Vocabulary Elaboration Strategy (SVES) is a vocabulary notebook where the student writes and de- fines any new terms they come across Students should regularly review these words and work to use them in “re- al-world” contexts, in both their social and academic experiences The use of a dictionary, electronic or otherwise, is critical to this strategy; students also study specific texts to decide upon the most context-appropriate definition of certain words

 (READING / WRITING / VOCABULARY)

49

Hollywood Squares

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING Hollywood Squares IN RECOUNT TEXT AT THE SMP/SMA

Choose students to sit as “celebrities” at the front of the class. Variation: allow the celebrities to use books and notes in deciding how to help the contestants.

 (READING / WRITING)

50

TIME-BOUND

THE USE OF TIME-BOUND  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

Time-bound means setting a deadline for the achievement of the objective. Deadlines need to be both achievable and realistic. Do not give students too long a time frame to complete any task. Break down very big tasks into smaller tasks for them. This makes them more achievable and manageable.

 (READING / WRITING)

51

MY LITTLE BOOK METHODOLOGY

THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING MY LITTLE BOOK METHODOLOGY  IN RECOUNT TEXT AT THE SMP/SMA

The Little Book Methodology is a way of getting students to learn small pieces of information (e.g. definitions) by teaching each other.

 (READING / WRITING)