OPV (OTHER PEOPLE’S VIEWS) / THE INFLUENCE STUDENTS (READING / WRITING) ABILITY BY USING OPV (OTHER PEOPLE’S VIEWS) METHOD IN NARRATIVE TEXT AT THE SMP/SMA

 OPV (OTHER PEOPLE’S VIEWS)

POSSIBLE JUDUL 

1          THE IMPROVING THE STUDENTS  (READING / WRITING)  ABILITY IN NARRATIVE TEXT THROUGH OPV (OTHER PEOPLE’S VIEWS) METHOD  AT SMP/SMA

2          THE EFFECT OF OPV (OTHER PEOPLE’S VIEWS) METHOD  IN TEACHING  (READING / WRITING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

3          THE USE OF OPV (OTHER PEOPLE’S VIEWS) METHOD  IN TEACHING  (READING / WRITING)  ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS  (READING / WRITING)  ABILITY BY USING OPV (OTHER PEOPLE’S VIEWS) METHOD  IN NARRATIVE TEXT AT THE SMP/SMA

This method encourages students to view the other person’s/opposing point of view on a particular issue or topic. Students think about how sharing opinions can help to gain new perspectives on factors, consequences and objectives that underpin the issue in question. Students think about how a particular point of view might be relevant for the person holding it, but how it should not be imposed on others.

The Procedures as follows:

1.      The facilitator should discuss with students the importance of involving other people in decision-making and problem-solving activities. People’s different backgrounds, interests, understanding and values can enrich and broaden the perspectives of individuals and students can gain an insight into the varying perspectives within a topic.

2.      Students move around the class asking for opinions and noting them on a page. Once they have five differing opinions, students summarise the opinions at the bottom of the page and say which one they most agree with and why.

3.      Once completed, students might rotate in groups and view the factors which other groups have noted. They may wish to use the ‘Two Stars and a Wish’ strategy as a means of peer assessment.

4.      Students could then be given time to modify or add to their original opinions based on what other groups have written on their sheets.

5.      A debrief afterwards to bring together all factors as a whole group might be beneficial.

6.      Further simulation activities such as Conscience Alley and Hassle Lines might be employed at this point to develop certain opinions further and to encourage students to articulate particular viewpoints.

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