3 H STRATEGY (HERE, HIDDEN, HEAD) / THE EFFECT OF 3 H STRATEGY (HERE, HIDDEN, HEAD) IN TEACHING (READING) SKILL ON NARRATIVE TEXT AT SMP/SMA

 3 H STRATEGY (HERE, HIDDEN, HEAD)

POSSIBLE JUDUL 

1          THE IMPROVING THE STUDENTS (READING)  ABILITY IN NARRATIVE TEXT THROUGH 3 H STRATEGY (HERE, HIDDEN, HEAD)  AT SMP/SMA

2          THE EFFECT OF 3 H STRATEGY (HERE, HIDDEN, HEAD)  IN TEACHING (READING)  SKILL ON NARRATIVE TEXT AT SMP/SMA

3          THE USE OF 3 H STRATEGY (HERE, HIDDEN, HEAD)  IN TEACHING (READING)  ABILITY AT SMP/SMA

4          THE INFLUENCE STUDENTS (READING)  ABILITY BY USING 3 H STRATEGY (HERE, HIDDEN, HEAD)  IN NARRATIVE TEXT AT THE SMP/SMA

Students are taught this instructional strategy for answering questions. They apply the strategy to both asking and answering questions about text. The strategy can be introduced during the modelled reading lesson. It can be used in individual and small-group situations during guided reading in the literacy session and across

Implementation

1.      The teacher demonstrates the process, moving from the more basic level of decoding, self-correcting and rereading to the comprehension level of question reading and answering.

2.      The teacher directly teaches the first mnemonic cue (here), and uses think aloud strategies to teach reviewing, skimming and scanning techniques to find the answer.

3.      The teacher supports the students in guided practice of the first mnemonic cue.

4.      The teacher similarly models and guides the students through practice of the hidden mnemonic, and sets some independent work on easy text on both the here and the hidden strategies, and has students frame their own here and hidden questions.

5.      The teacher adds the (in my head) strategy in the same manner. The pace and degree of support will depend on the response of the students to learning this strategy.

6.      Once taught, the 3H strategy is used by the students on a variety of text types. The teacher at first reminds students to use the strategy (by saying for example, “Is this likely to be a here, hidden or in my head question?”) but lessens the prompt as the students begin to use it automatically.

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