AUTHOR’S CHAIR
POSSIBLE
JUDUL
1 THE IMPROVING THE STUDENTS
(READING) ABILITY IN NARRATIVE TEXT THROUGH
AUTHOR’S CHAIR AT SMP/SMA
2 THE EFFECT OF AUTHOR’S CHAIR IN
TEACHING (READING) SKILL ON NARRATIVE
TEXT AT SMP/SMA
3 THE USE OF AUTHOR’S CHAIR IN TEACHING
(READING) ABILITY AT SMP/SMA
4 THE INFLUENCE STUDENTS (READING) ABILITY BY USING AUTHOR’S CHAIR IN NARRATIVE
TEXT AT THE SMP/SMA
Tompkins
(2004) suggests a special chair in the classroom to be designated and labeled
as the “Author’s Chair” (Karelitz, 1993). Children sit on the Author’s Chair to
share the stories or information text they have written with classmates.
Sharing their written
narratives or information text with an audience (their classmates) help them
view themselves as authors. When children view themselves as authors they develop
a better understand-ing of how authors create their texts as well as their own writing
process. More importantly, children are motivated to explore the different
types and purposes for writing for various audiences.
FOR
THE STUDENTS
1.
Give
students sufficient time to complete the final step of the writing process:
Publishing. Now they are ready for the Author’s Chair.
2.
Remind
students how the Author’s Chair will be used. Display your Guidelines for
Author’s Chair. Also remind the class of their role as audience, particularly
questioning the author, and providing feedback.
3.
If
you plan to have more than one author sit in the Author’s Chair, make sure you
prepare the order in which the authors will be presenting. It is recommended
that you write the program of Author’s Chair on the board or chart paper, or
print out copies for your class.
4.
Have
one student sit in the Author’s Chair. The rest of the class sits in front of
the author.
5.
Introduce
the author to the class.
6.
Have
the student-author read. The student reads the entire piece of writing aloud
and shows accompanying illustrations.
7.
After
the reading, invite the audience to ask questions or offer compliments and
comments about the author’s piece.
8.
Have
the student-author directly call on classmates and respond to their questions
or comments.
9.
Limit
the questions and comments especially if there are other student-authors in
line. Have the student-author introduce the next student-author.
10. At the end of the Author’s Chair, hold an After Author’s
Chair conference with your class and discuss feedback on both the
student-authors’ and the audience’s performance
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