THE FINAL WORD
POSSIBLE TITLE
1 THE
IMPROVING THE STUDENTS (READING /
WRITING) ABILITY IN NARRATIVE TEXT
THROUGH THE FINAL WORD AT SMP/SMA
2 THE
EFFECT OF THE FINAL WORD IN TEACHING
(READING / WRITING) SKILL ON
NARRATIVE TEXT AT SMP/SMA
3 THE USE
OF THE FINAL WORD IN TEACHING (READING /
WRITING) ABILITY AT SMP/SMA
4 THE
INFLUENCE STUDENTS (READING /
WRITING) ABILITY BY USING THE FINAL WORD
IN NARRATIVE TEXT AT THE SMP/SMA
This activity would work well in any size classroom. However,
with a larger group, you would need to change the way that you introduce the
activity (i.e., simplify instructions, and make sure that they are both on the
screen as well as on a handout so that people can refer to it). You would also need to change the way that
you facilitate the sharing—simplifying the process
Purpose: The purpose of this discussion format is to give
each person in the group an opportunity to have their ideas, understandings,
and perspective enhanced by hearing from others. With this format, the group
can explore an article, clarify their thinking, and have their assumptions and
beliefs questioned in order to gain a deeper understanding of the issues.
Procedure:
1.
Form
small groups (3-people), and identify a facilitator/time-keeper for each group
(who also participates).
2.
Each
participant to select one “most” significant idea (and excerpt) from the
article.
3.
First
person shares this “most” significant idea and refers to the selected
quote/excerpt. Share why the quote was chosen:
• do you agree/disagree?
• does it relate to your teaching/research?
• what questions arise?
• what issues are raised?
• what do you now wonder?
4.
Continuing
around the group, each person responds to that quote and what the presenter
said, briefly, in less than a minute. The purpose of the response is:
• to expand on the presenter’s thinking about the quote
and the issues raised for him or her by the quote.
• to provide a different look at the quote
• to clarify the presenter’s thinking about the quote,
and/or
• to question the presenter’s assumptions about the quote
and issues raised (although at this time there is no response from the
presenter)
5.
After
each person in the group has responded for one minute, the first person who
began now has the“final word”. In one minute the presenter responds to what has
been said:
• now what is s/he thinking?
• implications?
• what is his or her reaction to what s/he has heard?
6.
The
cycle continues for each of the other group members, beginning again by sharing
a significant idea from the text. Proceed around the group responding to this
next presenter’s quote in the same way as the first presenter’s.
7.
For
each round, allow about 6 minutes (groups of 3 participants: presenter 3
minutes, response 1 minute for 2 people, final word for presenter 1 minute).
The role of the facilitator is to keep the process moving, keep it clear and
directed to the article, and keep time so everyone gets an opportunity for a round.
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