Kumpulan judul terbaru untuk vocabulary 2016

Kumpulan judul terbaru untuk vocabulary 2016

Selamat datang para pengunjung blog setia aminlimpo.blogspot.com pada kesempatan kali ini saya ingin berbagi beberapa acuan untuk judul dengan subskill vocabulary berikut detail metodenya mudah mudahan bermanfaat

1.      Categorize Vocabulary

Activating Strategy

a.       Introduce new topic

b.      Have students brainstorm ideas that they already know about the topic. You can use sticky notes or slips of paper for ideas from students.

c.       After going over all their ideas, help them come up with categories on the board and have students put their ideas under the appropriate category (sticky notes under or tape the slips under the correct category.)

d.      Diagram what they have accomplished on chart paper/whiteboard/Smart Board.  As you work through the lesson and learn new material, students can add more categories, ideas, and maybe revise previous information.

2.      Study cards

Summarizing Strategy Students keep notes based on what they think will appear on the test.  Students are able to use their notes during the test.  Students can improve their test taking skills and summarizing skills using these study cards.  As time goes by, students use fewer and smaller cards until they don’t need any.

a.       Determine size of study cards or type of graphic organizer

b.      Have students take notes during lesson, readings, video on the cards or graphic organizer

c.       Students turn in the notes with the test

d.      The cards should get smaller the next few tests until they don’t get to use their notes on the test

3.      The Important Thing

Summarizing Strategy

a.       After  a lesson or reading, introduce “The Important Thing” activity.

b.      Review the structure and model how they should use this structure for their own paragraph

c.       The first time they use this, the teacher should model using familiar text and model how to use

d.      Use a structured form the first few times

e.       The teacher could use this format as a journal/learning log entry.

4.      Learning/Reflection log

A written summary that reflects learning, misconceptions, and questions, and this journal can help the teacher know if she needs to re-teach or move forward with the lesson.

a.       During the last 5-8 minutes of the class, students respond in writing to a set of questions

b.      They could explain how to do a skill, operation, summarize the lesson, describe an event/place, explain important/main idea, or respond to questions.

c.       Sometimes the log can be verbal and shared with a partner then recorded in the learning log

5.      Mind Map

Teaching Strategy Allows the learner to organize mental maps with prior knowledge and new information using words, symbols, pictures that include main ideas, details, categories, parts, diagrams, etc.

Untuk para pengunjung yang tertarik dengan metode metode di atas bias hubungi admin. Semoga bermanfaat.!!!!!!!

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The effectiveness of using context clues on the students’ vocabulary mastery of the fourth grade

The effectiveness of using context clues on the students’ vocabulary mastery of the fourth grade

CHAPTER I 

INTRODUCTION

In  this  chapter  the  researcher  presents:  background  of  the  study, formulation  of  the  research  problem,  objective  of  the  research,  hypothesis  of the  study,  significance  of  the  study,  scope  and  limitation  of  the  study, definition of key terms and thesis organization.

A.  Background of the study

English  as  a  language  for  international  communication  is  clearly needed  by  many  learners  to  deliver  through  and  interact  in  a  variety  of situation  through  the  language,  as  for  foreign  travel,  business  or  other professional reason. In Indonesia, English is one of international languages which take a widest range of using (Zaenuri, 2001:24). English is used for news  and  information  or  advertisement  in  newspapers,  radio,  and television.  Therefore,  English  is  regarded  as  the  first  foreign  language   taught in school, from the Elementary school to the university. 

The  function  of  teaching  English  at  Elementary  based  on Kurikulum Muatan Lokal is as a tool for self-expression in understanding and  using  English  so  that  the  students  may  become  clever  and  skilled citizens  who  are  not  isolated  from  the  environment  (Departemen pendidikan dan kebudayaan, 1994:29). Therefore, students are taught how to speak, read, listen and write in English. In order to achieve those goals, students  must  be  able  to  master  the  vocabulary  because  it  is  one  of  or  a????

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ACAUAN REFENSI UNTUK METODE AND STRATEGY TERBARU

ACAUAN REFENSI UNTUK METODE AND STRATEGY TERBARU

Para pengunjung yang berbahagia dimana saja berada salam dari admin, kali ini saya akan berbagi lagi beberpa metode/strategy pengajaran yang bisa dijadikan sebagai referensi untuk menyelesaiakan study khususnya jurusan bahasa inggris. Beberapa metode sebagia berikut check disc out:

1.      WORD FLASH (VOCABULARY)

This strategy helps to build relationships between words and key concepts.  Students make predictions about what a word means in relationship to the topic.  

a.       Choose vocabulary from new topic

b.      Introduce topic

c.       Display vocabulary all at once in random order (whiteboard, chart paper, etc)

d.      Model how to brainstorm and generate possible relationships between vocabulary and topic.  Model how you are making a prediction about the words specific meaning as it relates to the topic.

e.       Record the prediction in a sentence.

f.       Have students write in a sentence their prediction for each word

g.      When reading/learning about the topic, students check their sentences for accuracy and make revisions as needed.

h.      Using Cooperative Learning, have students discuss their sentences and corrections about the information.

2.      PLACE MAT:  A Collaborative Tactic

Place Mat is a form of collaborative learning that combines writing and dialogue  to endure accountability and participation of all students. It involves groups of students working  both alone and together around a single piece of paper to simultaneously involve all members. 

PROCESS

Carefully construct the assignment;  it’s construction will depend on the learning goals:  eg, are you aiming to:

a.       Brainstorm / generate / introduce a new idea?

b.      Use as an elaborative / extension tool to provide depth to the lesson?

c.       Encourage team problem solving?

d.      Distinguish between primary ideas, secondary ideas and supporting detail?

e.       Structure thinking around  an event or issue to prepare for concept attainment/Mind Maps or Concept Maps?

f.       Consolidate / review what has been learned?

g.      Other?

3.      PMI:  Positive, Minus, Interesting:  A Thinking Organizer

PMI assists in making wise decisions,  critical thinking (analysis) and evaluation.  It invites exploration of an issue from the point of view of what will or won’t work.

a.       ‘Positive’ refers to reasons why something is a good idea or decision 

b.      ‘Minus’ refers to why something won’t work or is unwise  

c.       ‘Interesting’ usually refers to the position or action one takes having balanced out the Positives and Minuses

4.      INSIDE / OUTSIDE CIRCLES:  Cooperative Learning Tactic

a.       facilitates dialogue

b.      builds community

c.       provides for movement and interaction

Method:

a.       It can be employed with groups of 6 or more (½ in½ out).  

b.      Place students in two circles – one circle within the other.  

c.       Students face each other between circles.

d.      Put a question on the board

e.       Ask students to think about it;  allow reasonable wait time

f.       Then say, “Person on the inside, tell the person on the outside how you would attempt to solve it.  When you are finished sharing, say, ‘pass’, and then the outside persona will share or extend the thinking of the inside person.

g.      When finished, outside people rotate one to the left or right.  

h.      Now they are ready for the next question.

5.      FOUR CORNERS:  A Cooperative Learning Tactic

This is a useful tactic that can precede debates:

a.       Begin with a statement, issue or question

b.      Label your corners:  Strongly Agree, Agree, Disagree, Strongly Disagree

c.       Students are given a specified period of quiet time in which to make up their  minds.  At this stage, dialogue is not allowed.

d.      Students move into the corner which best represents their view of the issue
In small groups, students discuss why they moved to the corner they did and  record their combined reasons.

e.       Students then report on their reasons from each corner

Itulah diatas beberapa source buat teman teman pengunjung yang lagi membutuhkan referensi judul semoga bermanfaat trimakasih telah berkunjung. 

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