POSSIBLE JUDUL
1 THE
IMPROVING THE STUDENTS (READING) ABILITY
IN NARRATIVE TEXT THROUGH MINDSTREAMING STRATEGY AT SMP/SMA
2 THE
EFFECT OF MINDSTREAMING STRATEGY IN
TEACHING (READING) SKILL ON NARRATIVE
TEXT AT SMP/SMA
3 THE USE
OF MINDSTREAMING STRATEGY IN TEACHING
(READING) ABILITY AT SMP/SMA
4 THE
INFLUENCE STUDENTS (READING) ABILITY BY
USING MINDSTREAMING STRATEGY IN
NARRATIVE TEXT AT THE SMP/SMA
Mindstreaming is a learning strategy designed to bring
out background knowledge about a topic. It is similar to Think-Pair-Share, but
less structured. Students in
pairs stream images and ideas about a topic. It is important that the
instructor emphasize that the students use their ‘quiet voices’ during this
time, as half of the class will be talking at the same time.
This
process gives both students a chance to process ideas just learned. This
process gives students the ideas and words to say in general class discussion
by offering them an opportunity to gather their own thoughts and to listen to
another student’s learning as well. Verbalizing in the Mindstreaming process
gives students a chance to try out the words and ideas they learned before
reporting to the whole class. If they do not have a total grasp of the concept,
often hearing another student verbalize will give them a “leg up.”
Steps:
1.
The
instructor introduces the Mindstreaming procedure to the students and then provides
a topic, such as: Why do you think
people live in communities rather than living alone? Describe the entire
process of driving a car from your house to the grocery store. Describe the
idea that where you live affects how you live. Students decide who will be
Partner A and who will be Partner B.
2.
Person
A speaks with no interruptions, listing words associated with the concept or
topic.
3.
Person
B listens.
4.
The
roles reverse with Person B speaks with no interruptions, listing other words
and ideas associated with the topic or concept.
5.
Person
A listens.
6.
Person
A and B can then share what they heard during the class debrief phase.
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