Group 4

Leni Mutmafidah

Nikita Nurul Milati

Ahmad Ivan Fathoni

THINK-PAIR-SHARE

            Think-Pair-Share (TPS) is a simple learning method, when teacher explain the course in the classroom, the students have to sit with their pair. Teacher give question and student have to think to answer the question individually, then they have to discuss their answer with their pair. Finally, teacher asks them to share their answer in front of the class.

Steps of Think-Pair-Share method:

1.      Think

The teacher give a question, then the student is asked to think the answer of the question individually.

2.      Pair

After thinking the answer individually, student have to discuss the answer with their pair.

3.      Share

The teacher asks to the one of pair to share in front of the class about the answer or what they have discussed with their pair.

The advantages of TPS:

1.      Increase the student’s thinking.

2.      Allow student to develop their idea or mind.

3.      Train the student to share, discuss, and solve the something with others.

The disadvantages of TPS:

1.      If the students of the class in a huge number, the teacher may difficult to lead the student who need more attention.

2.      Spending more time.

SQ3R: SURVEY-QUESTION-READ-RECITE-REVIEW

            SQ3R is a comprehension strategy that helps student to think the reading text while they are reading. SQ3R helps student to get the point of the text that they read at the first time they read the text, and teach the student how to read while thinking effectively.

Steps of SQ3R:

1.      Survey

Students survey the text to get the the first meaning from the heading of the text, bold text, graph, and table.

2.      Question

Students start to have questions about their reading from the previewing the text.

3.      Read

When read the text, students have to notice the important point by giving sign for may the students do not understant enough about the text.

4.      Recite

After reading the text, the students recite or rehearse the text that they have read or try to remember it, maybe with rewrite the important point of the text with their own words.

5.      Review

Students should review the text to answer the question of the text that they have read previously.

The benefits of SQ3R:

1.      Require the student to activate their thinking.

2.      Review their understanding thoughout their reading.

3.      Review the information that they get.

Kelompok 3 (Hasan Zainuddin-Nur Faizzah-Nurul Ihsan)

THINK PAIR SHARE (TPS)           

            Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material.

            Monitor and support students as they work through the following:
T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.
P : (Pair) Each student should be paired with another student or a small group.
S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.

 Survey! Question! Read! Recite! Review! (SQ3R)

SQ3R will help you build a framework to understand your reading assignment.

Before you read, Survey the chapter:

§  the title, headings, and subheadings

§  captions under pictures, charts, graphs or maps

§  review questions or teacher-made study guides

§  introductory and concluding paragraphs

§  summary

Question while you are surveying:

§  Turn the title, headings, and/or subheadings into questions

§  Read questions at the end of the chapters or after each subheading

§  Ask yourself,
"What did my instructor say about this chapter or subject
when it was assigned?"

§  Ask yourself,
"What do I already know about this subject?"
 Note: If it is helpful to you, write out these questions for consideration.
This variation is called SQW3R

When you begin to Read:

§  Look for answers to the questions you first raised

§  Answer questions at the beginning or end of chapters or study guides

§  Reread captions under pictures, graphs, etc.

§  Note all the underlined, italicized, bold printed words or phrases

§  Study graphic aids

§  Reduce your speed for difficult passages

§  Stop and reread parts which are not clear

§  Read only a section at a time and recite after each section

Recite after you've read a section:

§  Orally ask yourself questions about what you have just read, or summarize, in your own words, what you read

§  Take notes from the text but write the information in your own words

§  Underline or highlight important points you've just read

§  Reciting:
The more senses you use the more likely you are to remember what you read Triple strength learning: Seeing, saying, hearing
Quadruple strength learning: Seeing , saying , hearing, writing!!!

Review: an ongoing process

§  After you have read and recited the entire chapter,
write questions in the margins for those points
you have highlighted or underlined.

§  If you took notes while reciting,
write questions for the notes you have taken
in the left hand margins of your notebook.

§  Complete the form for a critical reading review.

Group 1: Think Pair Share& SQ3R (Atik, Dewi, Eni)

Group 1:   Atik Dz. Husniyah

       Dewi Martila

       Eni Hasnaul Faiq

 

THINK PAIR SHARE

 

The think-pair-share strategy is a cooperative learning technique that encourages individual participation and is applicable for all grade levels and classes sizes. Students think through questions using three steps:

1. Think: Students think independently about the question that has been posed, forming ideas of their own
2. Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to exchanges their ideas and to consider those of other.
3. Share: Student pairs share their ideas in a larger group, such as the whole class. It may the students are more comfortable presenting ideas to a group with support by a partner.

 

The function of Think-Pair-Share strategy:

 

1. It may help the students to have opportunity talk in a linguistically rich environment. Researchers have found that student’ learning is enhanced when they have many opportunities to elaborate on ideas through talk (Pressley 1992).
2. It may increases the kinds of personal communications that are necessary for students internally process, organize and retain ideas (Pimm 1987).
3. It will helpful to set a time limit for think and pair steps of strategy.

 

Therefore, apply this strategy in your teaching to make your students’ have many opportunities and think fast

 

SQ3R

Survey-Question-Read-Recite-Review

 

SQ3R is a strategy that helps students to read fast while thinking about the text that they are read in that time.

There are five steps:

1. Survey: students review the text to gain initial meaning from the reading.
2. Question: students try to generate questions about their reading.
3. Read: while students read the text, they should look for the answers to the question.
4. Recite: they should recite or rehearse their answers to their questions and making note.
5. Review: after reading students should review their answers that they have previously done.

Group 6

Group 6

1.      Fenni Anggraeni

2.      Yuni Indrawati

3.      Nurmawati Kolong

4.      Romi Hasyim. Z

Think-pair-share

Think-pair-share (TPS) is a collaborative learning strategy that help student to solve a problem or answer a question by pair.

The purpose of TPS   

1.  To helps students think individually about a topic or answer to a question.

2 .To teaches students to share ideas with classmates and builds oral communication skills. 
3. To helps focus attention and engage students in comprehending the reading material.
 

How to use think-pair-share

o   Decide upon the text to be read and develop the set of questions or prompts that target key

content concepts.

o   Describe the purpose of the strategy and provide guidelines for discussions.

o   Model the procedure to ensure that students understand how to use the strategy.

o   Monitor and support students.

SQ3R

SQ3R is a reading comprehension method that help student to think and understand the reading text.

Steps of SQ3R

1. Survey

Students survey the text to get the initial meaning from the headings, bold text, chart, and table.  

2. Question

Students start to formulate question about their reading from previewing the text.

3. Read

As students read, they need to look for answers to the questions they formulated during their preview of the text. These questions, based on the structure of the text, help focus student’s reading.

4. Recite

Students should recite or rehearse the answers to their questions and make notes about their answer for later studying.

5. Review

After reading, students should review the text to answer lingering questions and recite the questions they previously answered.

The benefits of SQ3R

1. Requires the student to activate their thinking. 
2. Review their understanding throughout their reading.