TALKING STICK

- Kamis, 24 Juli 2014



1.       DESCRIBING THE METHOD OR TECHNIQUE

Talking stick is  a handy technique to use in a group meeting to make sure that each person gets to have and finish their say without being interrupted.

According to Dr. Locust (1998) says that the talking stick has been used for centuries by many Indian tribes as a means of just and impartial hearing. The talking stick was commonly used in council circles to decide who had the right to speak. When matters of great concern would come before the council, the leading elder would hold the talking stick, and begin the discussion. When he would finish what he had to say, he would hold out the talking stick, and whoever would speak after him would take it. In this manner, the stick would be passed from one individual to another until all who wanted to speak had done so. The stick was then passed back to the elder for safe keeping.

Moreover, based on the talking stick is used today by many groups, especially in groups of children or adults who need help preventing discussions from degenerating into cacophonies. It can make sure that people listen to what is being said and can help keep an interesting discussion focused. In particular, it is used in talking circles. Based on the explanation above, it can be concluded that talking stick was commonly used in a group of people to decide who had the right to speak. It gives a chance to everyone to speak so that the students need to consider what they hear and what they think before they speak.


2.      SKILL  THAT CAN BE TAUGHT

Skill that can be taught using talking stick techniques, are listening and reading and speaking

3.      LEVEL THAT CAN BE TAUGHT

Level of the study which is taught by using talking stick technique is for junior high school or senior high school grade.


4.      STEPS IN TEACHING TALKING STICK TECHNIQUE

4.1  Listening

Students can acquire information through effective listening and clearly convey their understanding with strong speaking skills. By practicing the task of listening with your pupils, you can assist them in honing their skills and prepare them to gather information with their ears.

Here are steps in using talking stick for listening skill:

1.  Complete a heads-down listening task with your students. By temporarily taking away the sense of sight, you can allow students to better attend to the task of listening. Ask your pupils to place their heads on their desks. Read them a story. At the story's end, ask them to lift up their heads and compose a summary of what you just read to them.

2.   Encourage pupils to question as they listen by reading a non-fiction passage and asking them to compose questions as they listen. Instruct students to trade questions with classmates and answer each others' posed queries at the end of the passage.

3.   Allow students to engage in dialogue and ask them to compose a summary of the topics covered at the conclusion of the conversation. Pair students up and provide them with a conversation topic, such as their favorite or least favorite things about school. Instruct students not to take notes during the conversation, but instead wait until the end to compose a summary of what their partner told them about the provided topic

4.   Create a list of things that good speakers do with students. Present students with videos or audio of engaging speakers such as Martin Luther King Jr. or Maya Angelou. After they view these examples, brainstorm a list of things that these speakers did that made them so effective.

5.      Pose questions to students and ask them to compose impromptu spoken responses. Prepare a list of questions prior to class, and move about the room, presenting one student with each and asking them to immediately respond verbally to the query.



6.   Engage students in the composition of formal speeches. Assign students how-to, informative or persuasive speeches. Move through the writing process, guiding them in outlining, drafting and ultimately composing their speeches. Allow each student to present his speech to his classmates.

7. Ask students to critique their peers' speeches to improve their understanding of the qualities that make a good speaker. Create a rubric and provide it to students. Ask them to complete the rubric for each peer. Factor these student-given scores into the speakers' overall assignment score.


5.1  Reading
There are some steps in the process of learning using talking stick, those are:
1.       Students make a group in five
2.      Teacher prepares the stick (around 20 cm)
3.      Teacher states the material and gives the students a chance to read and to understand the material on their book
4.       Students discuss the material on group
5.       After they read the material, students have to close their book
6.      Teacher gives the stick to one member, then gives a question related with the material
7.      The students who get the stick have to answer the question. The stick is passed until all the students get the rank to answer the questions
8.      The other students may help if their member get difficulty to answer the question
9.      Teacher makes a conclusion


5.2  Speaking

There are steps using talking stick in speaking :
1.      Pick a small to be used as the talking stick. A stick, small bakk, beanbag, stuffed animal. Something small that is easily tossed and caught and wont break anything
2.      Lay the item on a place in the middle of the group
3.      The person who wants to talk first , picks up the talking stick and starts speaking
4.      No one interrupts the person who is holding the talking stick
5.      If the speaker needs some time to think before she/he is finished, then everyone just waits until they’re ready
6.      When the speaker is finished she/he lays the talking stick back down in its place or asks who wants it next and then tosses it to that person
7.      The next person talks until they’ve had their say, and so on until everyone had had their turn

6.      THE STRENGTHS AND THE WEAKNESSES

6.1  Strengths
There are several strengths of talking stick technique, those are:
1.      Keeps the students alert
2.      Helps the teacher realizes if the students are listening and understanding or not
3.      Helps you find out what they already know
4.     It means more student talking time (STT)/ cut down on teacher talking time (TTT)
5.      Helps students learn how to guess
6.     Students can learn/ be exposed to useful incidental language during elicitation
7.     Can show the students how to work things out for themselves


6.2  Weakness
Several weaknesses that can also be found in talking stick technique, those are:
1.      Time consuming
2.      It doesn't always lead to more STT
3.       One student can dominate answering your elicitation questions
4.      It can be met by silence

6.  CONCLUSION

The talking stick was commonly used in council circles to decide who had the right to speak, in addition, when matters of great concern would come before the council, the leading elder would hold the talking stick, and begin the discussion. When he would finish what he had to say, he would hold out the talking stick, and whoever would speak after him would take it. In this way, the stick would be passed from one individual to another until all who wanted to speak had done so. Then the stick was then passed back to the elder for safe keeping.

There are some procedures in teaching listening using this technique such as: Complete a heads-down listening task with your students. Encourage pupils to question as they listen by reading a non-fiction passage and asking them to compose questions as they listen, etc. there are some procedures in teaching reading using this technique such as: Students make a group in five. Teacher prepares the stick (around 20 cm). Teacher states the material and gives the students a chance to read and to understand the material on their book. Students discuss the material on group. After they read the material, students have to close their book. Teacher gives the stick to one member, then gives a question related with the material. The students who get the stick have to answer the question. The stick is passed until all the students get the rank to answer the questions, etc.

THINK PAIR SHARE TECHNIQUE

- Rabu, 23 Juli 2014


1.       DESCRIBING THE METHOD OR TECHNIQUE

Think Pair Share is a method developed by Frank Lyman and his colleagues from the University of Maryland who is able to change the assumption that the method for working together and discussions need to be held in a group setting as a whole class, in addition, think pair share method and is one of the cooperative learning that promotes cooperation in the group between the students. However, Think Pair Share method and means giving the students time to think about answers to questions or problems that will be provided by the teacher. On the other hand, students help each other to resolve the issue with the capabilities of each student. For instance, instructional media card is the word or phrase is used in the learning media that contains a single word or sentence; moreover, instructional media serves to facilitate students in solving problems within the group. For instance, the teacher gave a discourse hiatus, every student, and every student think of an appropriate answer to fill in the missing word or phrase with the right word or phrase. Learning methods and think pair share a structure collaborative learning activities; however, this method gives students the chance for working with themselves and cooperate with others. Another advantage of the optimization of cooperative learning is student participation. Think pair share method and this gives an opportunity at least eight times as many students to recognize and demonstrate their participation to others.

According Munawaroh (2005: 31-32) some steps in the cooperative learning method or think pair share are the following:
1)      Thinking:
Teachers ask questions or issues or material on particular subjects and students are given time to think for themselves about the answer to that question.
2)      Pairing:
Next, teacher asks the students to work in pair. However, if impossible, then the class can be formed with a group of four to five members. The interaction during this period is producing answers together about a question has been raised for delivering ideas together.
3)      Sharing:
In this step the teacher asks the pairs or groups to share or cooperate with the whole class about what they are talking about. This step will be effective if the teacher went around the classroom from one group to another group that almost half of the number of groups in the class have the opportunity to report on the results of the work, moreover, in this step the teacher asks the students in pair to share their work with the other pair.

Especially for reading, Think Pair Share is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned raeding. This technique requires students to (1) think individually about a topic or answer a question and share ideas with classmate . Discussing an answer with a partner serves to maximize participation , focus attention, and engage students in comprehending the reading material. Think pair share technique is useful to help students to think individually about a topic or answer the question, it teachs students to share ideas with classmates or builds oral communication skill and it helps focus attention and engage students in comprehending the reading material.


2.      SKILL  THAT CAN BE TAUGHT

Skill that can be taught using think pair share techniques, are grammar and writing and reading

3.      LEVEL THAT CAN BE TAUGHT

Level of the study which is taught by using think pair share technique is for elementary school , junior high school , senior high school and university student.


4.      STEPS IN TEACHING THINK PAIR SHARE TECHNIQUE

4.1  Grammar
1.      Think
After explaining the material the teacher proposes some questions based on the material that have been explained before (about simple tenses), then the teacher asks the students to answer the questions (the questions is about simple tenses: simple present, simple past, and simple future in using that for making sentences in affirmative, negative, and interrogative form) that have been given after the teacher finished explain the material. In addition, the teacher gives a few minutes for doing that.

2.       Pair
Furthermore, the teacher asks student do the task (the questions that have been before) in pair and discuss on what the students are thinking about base on the questions. This session hoped by the teacher so that the students can work in pair for finishing some problems in the questions.
3.      Share
In the last session, the teacher asks the students in pair to share their answer to the other pairs so that each pairs are able to know their friends’ answer.


4.2  Writing

1.       Think
First, the teacher explains the material about “THE GENERIC STUCTURES OF A DESCRIPTIVE TEXT” Orientation: Setting the scene, introducing the participant/s or giving necessary background (who, when, and where). Complication: Writing a crisis is carefully written until it finds its climax. The problem or complication should arise and create tension so that the reader will have the entertaining taste of a narrative paragraph. Resolution:Finding the end of the narration or the crisis is resolved; it can be happy or unhappy ending. Reorientation/Coda: Closing the narration by using personal comment or opinion; it is optional. In addition, the teacher proposes some questions related the materials that have been delivered before.

2.       Pair
Second sessions, the teacher asks the students for answering the questions that have been discussed before in pair so that they can do something in pair and can share their opinion and their knowledge

3.       Share
The last session, the teacher asks the students for sharing their answer with other pairs in the classroom; moreover, the teacher can compare the pair opinion about the questions


4.3  Reading

1.      Think
Teacher begin by asking a specific question about the text. Student “think” about what they know or have learned about the topic 
2.      Pair
Each student should be paired with another student or a small group
3.      Share
Students share their thinking with their partner . Teacher expand the “share” into a whole-class discussion


5.      THE STRENGTHS AND THE WEAKNESSES


5.1  Strengths
There are several think pair share technique, those are:
1.        Build the critical thinking of the studeny
2.        Motivate quite  student to speak up
3.        More opportunities for the contribution of each member of the group.
4.       Make the students get a good interaction
5.       More easily and quickly formed a group. A student can also learn from other students as well as each other to convey the idea discussed before delivered in front of the class.
6.       Can improve self-confidence and all students are given the opportunity to participate in the class.
7.       The teacher can see the students level and ability of understanding the material
8.       Students can directly solve the problem, understand the material in groups and help each other with each other, making conclusions (discussion), and presented to the class as one of the evaluation of learning activities that have been performed.


5.2 Weakness
Several weaknesses that can also be found in think pair share technique, those are:
1.      Requires coordination of various activities simultaneously.
2.      Requires special attention in classroom use.
3.       The transition from whole class to small group can seize valuable teaching time. The teacher should be able to make careful planning so as to minimize the amount of time wasted.
4.      Many groups are reported and need to be monitored. Fewer ideas emerged.
5.      If there is a dispute, there is no mediator. Dependence on the couple
6.      The number of students is odd effect at the time of the formation of the group, because there was one student did not have a partner.


6.  CONCLUSION

Think Pair Share is a method developed by Frank Lyman and his colleagues from the University of Maryland who is able to change the assumption that the method for working together and discussions need to be held in a group setting as a whole class, in addition, think pair share method and is one of the cooperative learning that promotes cooperation in the group between the students.
There are some procedures in teaching using Think-Pair-Share such as: First, the teacher explains the material which are going to deliver, after that the teacher proposes some questions related the material, next the teacher asks the students to work in pair and after the students are finishing their tasks, the teacher asks the students to share their answer to the other pair (it has a purpose to compare the answers from all pair in the classroom).

The Story of Romeo and Juliet

-

ROMEO AND JULIET

There lived two families, the Capulets and the Montagues. They engaged in a bitter feud. Among the Montagues was Romeo, a hot-blooded young man with an eye for the ladies. One day, Romeo attended the feast of the Capulets', a costume party where he expected to meet his love, Rosaline, a haughty beauty from a well-to-do family. Once there, however, Romeo's eyes felt upon Juliet, and he thought of Rosaline no more.
The vision of Juliet had been invading his every thought. Unable to sleep, Romeo returned late that night to the Juliet's bedroom window. There, he was surprised to find Juliet on the balcony, professing her love for him and wishing that he were not a "Montague", a name behind his own. "What's in a name? That which we call a rose by any other name would smell as sweet." Romeo was ready to deny his name and professed his love. The two agreed to meet at nine o-clock the next morning to be married.
Early the next morning, Romeo came to Friar Lawrence begging the friar to marry him to Juliet. The Friar performed the ceremony, praying that the union might someday put an end to the feud between the two families. He advised Romeo kept the marriage a secret for a time.
On the way home, Romeo chanced upon his friend Mercutio arguing with Tybalt, a member of the Capulet clan. That qurreling last caused Merquito died. Romeo was reluctant no longer. He drew his sword and slew Tybalt died. Romeo realized he had made a terrible mistake. Then Friar Lawrence advised Romeo to travel to Mantua until things cool down. He promised to inform Juliet.
In the other hand, Juliet's father had decided the time for her to marry with Paris. Juliet consulted Friar Lawrence and made a plot to take a sleeping potion for Juliet which would simulate death for three days. The plot proceeded according to the plan. Juliet was sleeping in death.
Unfortunately, The Friar's letter failed to reach Romeo. Under the cover of darkness, he broke into Juliet's tomb. Romeo kissed the lips of his Juliet one last time and drank the poison. Meanwhile, the effects of the sleeping potion wear off. Juliet woke up calling for Romeo. She found her love next to her but was lying dead, with a cup of poison in his hand. She tried to kiss the poison from his lips, but failed. Then Juliet put out his dagger and plunged it into her breast. She died.

By : William Shakespeare

Example of Descriptive Paragraph

-

My Favourite Artist



Darius Sinathrya is one of my favourite artist. He has multitalent as presenter on football match program , as advertisement star, as an actor and now he is releasing a new song with his band and featuring with his wife. He is 185 cm tall and weighs about 72 kilos. He has white skin; besides, he is got short black hair. He has birthmark on the top of his left lips; therefore, he looks very sweet. In addition, he has special characteristic that differentiates him with other artist. For example, he is clever , cool , loves with his family and always play a healthy lifestyle. He is wearing simple clothes; moreover he usually wears black watches on the left of his hand. To summarize, Darius Sinathrya can be inspiration for a lot of people who want to be a professional and famous presenter.

Langganan: Postingan (Atom)