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

 GREE/DISAGREE PROCESS

POSSIBLE JUDUL  

1          THE IMPROVING THE STUDENTS (READING, WRITING, SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH GREE/DISAGREE PROCESS  AT SMP/SMA

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

3          THE USE OF GREE/DISAGREE PROCESS  IN TEACHING (READING, WRITING, SPEAKING) ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS (READING, WRITING, SPEAKING) ABILITY BY USING GREE/DISAGREE PROCESS  IN NARRATIVE TEXT AT THE SMP/SMA

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

Process:

1.      Ask for volunteers to agree or disagree with the statement and to give you a reason. After you have several reasons for and against the statement, ask the students to move. All the students who agree with the idea stand on the right side of the room. All who disagree with the idea stand on the left side of the room. Each group will pick out the most important reason for the position and share it with the class.

2.      After the students are reseated, show the chart on the overhead. Point out that skillful thinkers will always think about the arguments for both sides before making a decision and that they might very well change what they think based on the data they collect. 

3.      Assign students to read, research, investigate, and/or discuss the topic. When all are finished, do a recount and record on the chart. Discuss with the class why the counts were different. 

4.      Next, divide the students into groups of three, with a recorder, reader, and a checker/encourager. 

5.      Conclude the activity by inviting several groups to explain the differences and for the class to discuss the major reasons given. 

6.      Throughout the unit, use the chart to promote student thinking about the content. Give refinement and feedback on the students’ uses of the chart. Look for more thorough reasons for changes. End the unit with an individualized task in which each student completes a chart you made for a selected content.

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