DIRECTED LISTENING-THINKING ACTIVITY
POSSIBLE JUDUL
1 THE
IMPROVING THE STUDENTS (LISTENING)
ABILITY IN NARRATIVE TEXT THROUGH DIRECTED LISTENING-THINKING ACTIVITY AT SMP/SMA
2 THE
EFFECT OF DIRECTED LISTENING-THINKING ACTIVITY
IN TEACHING (LISTENING) SKILL ON
NARRATIVE TEXT AT SMP/SMA
3 THE USE
OF DIRECTED LISTENING-THINKING ACTIVITY
IN TEACHING (LISTENING) ABILITY
AT SMP/SMA
4 THE
INFLUENCE STUDENTS (LISTENING) ABILITY BY
USING DIRECTED LISTENING-THINKING ACTIVITY
IN NARRATIVE TEXT AT THE SMP/SMA
The Directed Listening-Thinking Activity is used in the
building knowledge phase of a lesson, the part of a lesson in which students
are inquiring to make meaning. In this activity, students listen to a story
that is told or read to them and make predictions about what will come next. They are asked to confirm their predictions from time to
time with information from the text, and to make new predictions.
The
Directed Listening-Thinking Activity is used when the teacher has only one copy
of a text, or wants to engage the students in understanding a story without
their having to read it. The activity may be used to teach students to
comprehend better, or it may be a means of having students listen attentively
to a text that will be discussed in depth later. The Directed
Listening-Thinking Activity teaches students to listen or read actively,
develop skill in comprehension of narratives, and use their awareness of genre
and their understanding of plot structures to guide predictions.
ACTIVITY:
1.
The
teacher chooses a predicable story for sharing with the class.
2.
The
teacher chooses stopping points—places where something is about to happen or a question
is about to be answered. There should be around five of these—more will break
up the flow of the story, and momentum (and interest) will be reduced.
3.
The
teacher may share just the title, and explain the genre of the story (folktale,
realistic fiction, fable, myth, etc.) and ask students what things they think
might happen in it. The teacher presses
the students to make the most specific predictions they can. After the
predictions have been made, the teacher challenges students to decide which
predictions they think will come through (even if someone else made them), and
then listen carefully to see what will happen.
4.
The
teacher reads or tells the next section of the story up to the next stopping
place, asks which predictions are coming true, and what makes students think
so. Then students are asked to make more predictions, and the prediction and
confirmation cycle continues until the story is finished.
5.
After
the story is finished, students are asked to reflect on their predictions.
Which predictions turned out to be accurate? How were they able to make them?
How did their awareness of the genre, plot, or theme of the story help them
predict what would come next? What advice would they give other students for
making accurate predictions?
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