30 Strategi Mengajar Bahasa Inggris

1.   ACADEMIC CONTROVERSY

(Bennett, B., Rolheiser, C., Stevahn, L. (1991)  Co-operative Learning, Where Heart Meets Mind, Educational Connections, Ontario)

For Speaking and listening

a. What is it?
A co-operative learning form of debate in which students consider alternative sides of an issue before reaching consensus.

b. What is its purpose?

• To involve all students in co-operatively speaking, listening and thinking about an issue.
• To focus on social skill development such as active listening, disagreeing agreeably, turn taking.
• For students to consider more than one perspective on an issue, before adopting a position on that issue.
• As an excellent activity to prepare students for writing arguments.

c. How do I do it ?

• Form class into groups of two pairs ( AA, BB)
• All groups are given the topic phrased as a statement such as 'No advertising should be allowed on television', 'John Marsden's Tomorrow series shows a world without hope', 'Jane Austen is a better writer than Stephen King,'
• AA team takes the positive position, BB takes the negative position.
• Each pair has a set time ( 5-10 minutes) to construct an argument for their position.
• AA presents their argument to BB who listen but may not interrupt or question.
• BB presents their argument to AA who listen but may not interrupt or question..
• Each pair adopts the opposing position and has a set time to prepare new arguments for that position. ( they may not use arguments already contributed by the other pair.)
• AA presents as before, followed by BB.
• Working together AA and BB review the arguments and achieve a consensus position in relation to the topic.

d.  How can I adapt it?

• Where the class does not divide evenly into multiples of four, some students might take on roles such as timekeeper, encourager, peer assessor, etc.
• Students could keep notes for a related written task.
• Useful for exploring themes, aspects of character in literature texts.
• Students reflect on the discussion and construct a text which puts their personal point of view on the issue.

e.  How can it be used to evaluate students' language learning?

Using a checklist or reformat with a pre-organized set of criteria, students could conduct self and peer assessments in relation to cooperation, speaking and listening, social skills

2.   ASKING QUESTIONS

(Wilson, J and Wing Jan, L (1993) Thinking for Themselves: Developing Strategies for Reflective Learning, Eleanor Curtain Publishing, Armadale. Asking Better Questions)