POSSIBLE JUDUL
1 THE
IMPROVING THE STUDENTS (READING /
WRITING) ABILITY IN NARRATIVE TEXT
THROUGH DISCUSSION WEB AT SMP/SMA
2 THE
EFFECT OF DISCUSSION WEB IN
TEACHING (READING / WRITING) SKILL ON NARRATIVE TEXT AT SMP/SMA
3 THE USE
OF DISCUSSION WEB IN TEACHING (READING / WRITING) ABILITY AT SMP/SMA
4 THE
INFLUENCE STUDENTS (READING /
WRITING) ABILITY BY USING DISCUSSION
WEB IN NARRATIVE TEXT AT THE SMP/SMA
The Discussion Web combines the dynamics of a good
discussion with cooperative learning techniques. Because the interaction in the
activity takes place in pairs and within groups of four students, the activity
can be successfully done in classes of any size. For older students, the Discussion Web can serve as a
sound preparation for writing an argumentative essay. The Discussion Web is
used in the consolidation phase of the lesson, the part in which students
reflect back on what they have learned, and think further about the implication
of the meaning they have made.
Taking
a position on a controversial issue and supporting it with reasons is an aspect
of critical thinking. It is useful preparation for participation in an open
society. The Discussion Web teaches students to play an active role in the
discussion, take a posi-tion on a debatable or controversial issue, support
their position with reasons, and collaborate with others to promote a point of
view.
ACTIVITY:
1.
The
teacher prepares a thoughtful binary question. A binary question is one that has
two possible answers. It might be answered “yes” or “no” with support. For
example, if discussing the story “Ivan and the Seal Skin,” a binary discussion
question might be, “Was Ivan right to steal the seal skin?”
2.
The
teacher asks pairs of students to prepare a Discussion Web chart. The chart
looks like the one on the next page. Each of those pairs of students take four
or five minutes to think up and list three reasons that support both sides of
the argument. They list those argument on one Dis-cussion Web sheet.
3.
Each
pair of students joins another pair. They review the answers they had on both
sides of the issue, and add to each other’s list.
4.
The
four students argue the issue through until they reach a conclusion. That is,
the four students reach a position they agree upon, with a list of reasons that
support it. They enter their position in the box labeled conclusion on the Discussion
Web sheet.
5.
The
teacher calls on several groups of four to give brief reports of their position
and the reasons that support it. The teacher can invite the groups to debate
each other, if they took different sides of the argument.
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