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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