SWOT (STRENGTHS, WEAKNESSES, OPPORTUNITIES, THREATS)
POSSIBLE
JUDUL
1 THE IMPROVING THE STUDENTS (READING,
WRITING, LISTENING, SPEAKING) ABILITY IN NARRATIVE TEXT THROUGH SWOT
(STRENGTHS, WEAKNESSES, OPPORTUNITIES, THREATS) METHOD AT SMP/SMA
2 THE EFFECT OF SWOT (STRENGTHS,
WEAKNESSES, OPPORTUNITIES, THREATS) METHOD
IN TEACHING (READING, WRITING, LISTENING, SPEAKING) SKILL ON NARRATIVE
TEXT AT SMP/SMA
3 THE USE OF SWOT (STRENGTHS,
WEAKNESSES, OPPORTUNITIES, THREATS) METHOD
IN TEACHING (READING, WRITING, LISTENING, SPEAKING) ABILITY AT SMP/SMA
4 THE INFLUENCE STUDENTS (READING,
WRITING, LISTENING, SPEAKING) ABILITY BY USING SWOT (STRENGTHS, WEAKNESSES,
OPPORTUNITIES, THREATS) METHOD IN
NARRATIVE TEXT AT THE SMP/SMA
This
method helps students to examine all sides of a proposal. It can be used during
the preparation stages of action planning to develop possible future
initiatives. It may also be a useful tool for the evaluation of a group or
event, in order to think about what has gone before and to look for future
implications
The
Procedures as follows:
1.
The
facilitator may need to discuss with students the meaning of SWOT and explain
what each term means, particularly the possible distinction between ‘strength’
and ‘opportunity’, ‘weakness’ and ‘threat’. ‘Opportunity’ and ‘threat’ should
both concentrate on possible future implications, whilst ‘strength’ and
‘weakness’ may both involve the generation of a list of positives and negatives
of the proposal as it stands, based on a consideration of what has gone before.
2.
Students
are given the proposal to discuss or evaluate. Ideas are placed under the
relevant heading (S-W-O-T).
3.
The
facilitator may wish to concentrate on one heading at a time and get feedback
before moving on to the next heading. For example, students might be given time
to consider ‘strengths’ before moving on to ‘opportunities’.
4.
During
feedback, the facilitator may wish to use questions such as: what is good? What
is bad? What might happen now? What might prevent future progress?
5.
A
debrief of group work might be beneficial.
6.
Ideas
arising from the activity might be explored further using the Five Questions technique.
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