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 7

No.

MODEL

POSSIBLE JUDUL

DESCRIPTION

1

YOU OUGHT TO BE IN PICTURES

THE IMPROVING THE STUDENTS ( SPEAKING , WRITING ) ABILITY IN NARRATIVE TEXT THROUGH YOU OUGHT TO BE IN PICTURES  AT SMP/SMA

Display various photos that connect with the curriculum.  Then give the students a prompt to record their observations and thoughts.  Share their responses with a partner and volunteers read aloud to the class. 

2

DOUBLE ENTRY JOURNALS

THE EFFECT OF DOUBLE ENTRY JOURNALS IN TEACHING (WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Journals are a great way to formatively assess students and get a "window" into their thinking. Double entry journals are one form of journaling. A double entry journal has two columns. In the left column, students write key words, ideas, or quotations. They then give their personal response to these words in the right column.

3

INSIDE-OUTSIDE CIRCLE

THE USE OF INSIDE-OUTSIDE CIRCLE  IN TEACHING (WRITING) ABILITY AT SMP/SMA

The inside-outside circle is a strategy that can provide you with information about student learning. Divide your students into two groups. One group is the inside circle and the other group forms the outside circle. Students pair up with other students in the opposing circle and face one another.

4

SELF-MARKING QUIZZES

THE INFLUENCE STUDENTS (WRITING) ABILITY BY USING SELF-MARKING QUIZZES IN NARRATIVE TEXT AT THE SMP/SMA

Self-Marking Quizzes - Create a number of quizzes that contain higher and lower level questions. Allow students to take these quizzes and use a key to mark the quizzes themselves. Students are able to determine their level of understanding regarding a particular topic or unit of study.

5

HORIZONTAL TIME LINE

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

Time lines are used to list important dates in chronological order. Horizontal time lines require students to analyze information by sequencing events. Time lines also require students to determine baseline dates and to be cognizant of the "backward" nature of b.c. chronology.

6

ACCOUNTABLE TALK

THE EFFECT OF ACCOUNTABLE TALK IN TEACHING (SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

Talking with others about ideas is fundamental to classroom learning. Classroom talk that promotes and sustains learning should be accountable to other learners, use accurate and appropriate knowledge, and adhere to rigor in thinking. Accountable talk responds to and further develops what others have said through relevant observations, ideas, opinions, or more information

7

ADAPTING TO LEARNING STYLES/MULTIPLE INTELLIGENCES

THE USE OF ADAPTING TO LEARNING STYLES/MULTIPLE INTELLIGENCES IN TEACHING (READING, WRITING, LISTENING, SPEAKING) ABILITY AT SMP/SMA

The cognitive theory of multiple intelligences posits that students learn, remember, perform, and understand in different ways, including various intelligences, such as musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic

8

GUEST SPEAKERS

THE INFLUENCE STUDENTS (SPEAKING, LISTENING) ABILITY BY USING GUEST SPEAKERS IN NARRATIVE TEXT AT THE SMP/SMA

Guest speakers extend learning beyond the classroom. The sources for guest speakers range and can include such resources as local civic and business leaders, civil servants, hobbyists, industry professionals, parents, or even former students

9

HANDS-ON LEARNING

THE IMPROVING THE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH HANDS-ON LEARNING AT 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.

10

BIO POEM

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

A bio poem is a creative piece of writing assigned to facilitate analysis of acharacter. To write a bio poem, a student must develop an understanding of the subject, whether a literary character or a famous person. This requires analysing the text to build comprehension.

11

PREVIEW, QUESTION, READ, SELF-RECITE, TEST (PQRST)

THE USE OF PREVIEW, QUESTION, READ, SELF-RECITE, TEST (PQRST) IN TEACHING (READING)  ABILITY AT SMP/SMA

Description : This systematic study procedure consists of five steps to be followed during independent reading: (1) Previewing the material, for an overview of content and intent of the author; (2) Questioning, for establishing purposes for reading; (3) reading the material; (4) Self-reciting; and (5) Testing, which with step 4, helps pupils to remember what they read.

12

MAIN IDEA CAFÉ

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING MAIN IDEA CAFÉ IN NARRATIVE TEXT AT THE SMP/SMA

This activity emulates a café setting where intellectuals share thoughts and opinions about the nature of life, literature, and the world.

13

BOOK BITS

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH BOOK BITS AT SMP/SMA

Students read short excerpts from a selection the class will be reading and then predict the content of the selection.  Students also listen to other students read their excerpts and, as they do, they refine their predictions.

14

GUESS AND ADJUST

THE EFFECT OF GUESS AND ADJUST IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

This quick and easy activity (adapted from Poindexter, 1994) serves three important purposes: (1) building background knowledge for reading, (2) using word parts to predict word meaning and (3) figuring out words using context related to the title and author's purpose.

15

KNOWLEDGE RATING CHART

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

This strategy introduces, builds and refines word meanings. It addresses varying levels of knowledge about the terms by assessing students' background knowledge.

16

STORY IMPRESSION

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

This pre-reading / writing strategy provides words as clues to the story.  This allows students to set a purpose for reading.

17

SAY SOMETHING

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH SAY SOMETHING AT SMP/SMA

This interactive strategy allows students to verbalize what they are thinking about their reading as they are reading.

18

STICKY NOTES

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

Sticky notes are used to mark sections in a text that students would like to return to, difficult sections for which they require clarification, for instance, or powerful or clear passages they would like to share with others. These stopping places can be used to foster discussion and inspire writing.

19

LINCS STRATEGY

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

The LINC strategy was discussed in the Memory page as an instructional routine teachers use to facilitate students' memory of concepts and associated facts. The LINCS strategy, on the other hand, is different in terms of its purpose and steps.  LINCS is a task-specific strategy students use to learn vocabulary.

20

DISSECT STRATEGY

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

DISSECT is a word identification strategy that combines several of the strategies covered in the preceding paragraphs. The strategy, developed by Deshler and associates (year), emphasizes the systematic analysis of a word using context and word element clues. This vocabulary identification strategy may be introduced to individual students or to groups by a facilitator

21

CSSD STRATEGY

THE IMPROVING THE STUDENTS  (READING, 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).

22

RALLYROBIN

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

Form pairs within team and take turns with a partner sharing ideas back and forth. Afterwards, the team discusses which ideas were common to the pairs and which ideas where unique.

23

TTYP (TURN TO YOUR PARTNER)

THE USE OF TTYP (TURN TO YOUR PARTNER) IN TEACHING (READING)  ABILITY AT SMP/SMA

Team members pair up to briefly share, reflect, dialog about a question, idea, problem, etc. Participants can then share with the large group, reflect in their journals, or move on.

24

PAIRED VERBAL FLUENCY

THE INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING PAIRED VERBAL FLUENCY IN NARRATIVE TEXT AT THE SMP/SMA

This strategy is used to get team members verbally active prior to studying, discussing, or analyzing a topic. It activates prior knowledge and/or experiences before holding a group discussion.

25

BAGGAGE CLAIM

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

In this activity, people will find things out about each other before putting faces to names. It's best used with people who don't know one another well because this gets them moving around and meeting each other.

26

GREE/DISAGREE PROCESS

THE EFFECT OF GREE/DISAGREE PROCESS IN TEACHING (READING, WRITING, SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

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

27

READY, SET, RECALL

THE USE OF READY, SET, RECALL IN TEACHING (READING, WRITING, LISTENING, SPEAKING) ABILITY AT SMP/SMA

Purpose:   Quick, nonthreatening tool to review; have students/participants assume the responsibility for remembering, documenting and sharing material covered at prior meeting.

28

RIVET

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

Rivet is a variation of the childhood game, HangMan. This game introduces vocabulary terms and encourages better spelling. The game is very simple. The teacher draws a blank line for each letter of a vocabulary word.

29

MINDSTREAMING

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH MINDSTREAMING AT 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

30

POSITIVES CONCERNS INTERESTING INSIGHTS (PCI )

THE EFFECT OF POSITIVES CONCERNS INTERESTING INSIGHTS (PCI ) IN TEACHING (READING, WRITING, LISTENING, SPEAKING) SKILL ON NARRATIVE TEXT 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

31

AFFINITY DIAGRAM

THE USE OF AFFINITY DIAGRAM IN TEACHING (READING, WRITING, LISTENING, SPEAKING) ABILITY AT SMP/SMA

Affinity diagram is a planning tool that is used when you are trying

32

PAIRED-CHOICE MATRIX

THE INFLUENCE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY BY USING PAIRED-CHOICE MATRIX IN NARRATIVE TEXT AT THE SMP/SMA

The Paired-Choice Matrix is used when a number of alternatives are available. You compare the pairs of alternatives until the comparison of pairs produces a single solution (e.g., used when there are eight or more options).

33

FIP - FIRST IMPORTANT PRIORITIES

THE IMPROVING THE STUDENTS (READING, WRITING, LISTENING, SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH FIP - FIRST IMPORTANT PRIORITIES AT SMP/SMA

Purpose:  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.

34

3 H STRATEGY (HERE, HIDDEN, HEAD)

THE EFFECT OF 3 H STRATEGY (HERE, HIDDEN, HEAD) IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

Students are taught this instructional strategy for answering questions. They apply the strategy to both asking and answering questions about text. The strategy can be introduced during the modelled reading lesson.

35

VOCABULARY KNOWLEDGE RATING SCALE

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

The Vocabulary Knowledge Rating Scale can be used to help students actively look and be aware of new vocabulary words.  This type of scale connects into the "stages of word learning" (Dale, 1965; Paribakht and Wesche, 1997).

36

LINEAR ARRAYS

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

Linear Arrays refers to a group of words that are arranged in a linear format as a way to show shades of meaning between the words. The words in a linear array can be arranged according to degree of size, frequency, intensity, position, or chronology.  This strategy can be used to illustrate the connection between synonyms and antonyms by depicting gradations between two related words (Allen, 1999).

37

VOCABULARY DOODLES

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

Vocabulary Doodles involves students using a doodle to begin the illustration of their vocabulary word.  They supplement the illustration with interesting information that relates to the vocabulary word.

38

VOCABULARY WORD CUBE

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

The Vocabulary Word Cube is an activity similar to Word Maps in that it helps students to research the word. Students create the Word Cubes by identifying

39

VOCABULARY PARADE

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

The Vocabulary Parade is a visual way for students to represent vocabulary words.  Students can work alone or with a partner or small group to do the activity.

40

DISCUSSION WEB

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

The Discussion Web combines the dynamics of a good discussion with cooperative learning techniques. Because the interaction in the activity takes place in pairs and within groups of four students, the activity can be successfully done in classes of any size.

41

SHARED INQUIRY APPROACH

THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH SHARED INQUIRY APPROACH AT SMP/SMA

The Shared Inquiry Approach is one way for a teacher to lead a deep discussion into a work of literature. It is best done with a group of eight to ten students, to maximize participation, but allow for a diversity of ideas.

42

DIRECTED LISTENING-THINKING ACTIVITY

THE EFFECT OF DIRECTED LISTENING-THINKING ACTIVITY IN TEACHING  (LISTENING) SKILL ON NARRATIVE TEXT AT SMP/SMA

The Directed Listening-Thinking Activity is used in the building knowledge phase of a lesson, the part of a lesson in which students are inquiring to make meaning. In this activity, students listen to a story that is told or read to them and make predictions about what will come next.

43

TRADE A PROBLEM METHOD

THE USE OF TRADE A PROBLEM METHOD IN TEACHING (READING)  ABILITY AT SMP/SMA

Trade a Problem is a cooperative activity that requires students to locate an important issue in a topic of study and then formulate a problem about it for another group to answer.

44

WHAT? SO WHAT? NOW WHAT? METHOD

THE INFLUENCE STUDENTS (READING)  ABILITY BY USING WHAT? SO WHAT? NOW WHAT? METHOD IN NARRATIVE TEXT AT THE SMP/SMA

A method for applying ideas from a fictional or informational text. Educators often complain that knowledge learned in school can stay disconnected from students' real lives.

45

VALUE LINE

THE IMPROVING THE STUDENTS (SPEAKING, LISTENING) ABILITY IN NARRATIVE TEXT THROUGH VALUE LINE AT SMP/SMA

The Value Line is a cooperative learning activity that is recommended for evoking students' opinions on issues to which there can be varied responses (that is, degrees of agreement and disagreement with a statement)

46

ONBOARDING NEW EMPLOYEES STRATEGY

THE EFFECT OF ONBOARDING NEW EMPLOYEES STRATEGY IN TEACHING (READING / SPEAKING) SKILL ON NARRATIVE TEXT AT SMP/SMA

This online learning strategy, which is accessible to all, acquaints new employ-ees with the organization, its structure, key personnel, and speci?c required learning programs.

47

CONCEPT CHALLENGE STRATEGY

THE USE OF CONCEPT CHALLENGE STRATEGY IN TEACHING (READING / SPEAKING) ABILITY AT SMP/SMA

A strategy that allows fun competition and a light review

48

REVIEW, REMEMBER, RELATE, RECALL

THE INFLUENCE STUDENTS (READING / SPEAKING) ABILITY BY USING REVIEW, REMEMBER, RELATE, RECALL IN NARRATIVE TEXT AT THE SMP/SMA

A closing is a quick way to summarize a learning event

49

INSTAGRAM INTROS STRATEGY

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

Use this strategy for virtual introductions using a photo from a phone or desktop.

50

QUOTE ME STRATEGY

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

Use this strategy as an opener to get participants thinking about the topic

51

PICTURE ME STRATEGY

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

Use this strategy to assist in creating connections among participants virtually and increasing engagement.