Interpretation RESEARCH FINDING AND INTERPRETATION

B. Suggestion

Based on the conclusion of the study, it can be delivered as a consideration, go to: 1. The students should be aware of the new learning technique that they can use to support their learning process, because one technique maybe works better than the other. And every student definitly have one learning technique that suit them best. 2. The teachers should be careful in determining the term of implementing a technique, and also to make sure that the students understand any of material explained by the teachers. 3. The other researchers can use this study as a comparison that mind mapping technique may not have positive effect to some students. 4. The school should better support the teachers in implementing a technique by giving proper time, place, and facilities for the success of knowledge transfer from the teachers to the students. REFERENCES Abbott, H. Porter. The Cambridge Introduction to Narrative. UK: Cambridge University Press, 2002. Abi-El-Mona, Issam and Fouad Adb-El-Khalick. The Influence of Mind Mapping on Eighth Graders’ Science Achievement. School Science and Mathematics, Vol. 1087, 2008. Afflerbach, Peter, P. David Pearson, and Scott G. Paris. Clarifying Differences Between Reading Skills and Reading Strategies. The Reading Teacher, 615, 2008. Alyousef, Hesham Suleiman. Teaching Reading Comprehension to ESLEFL Learners. The Reading Matrix, Vol. 5, No. 2, 2005. Amer, Aly A. The Effect of Story Grammar Instruction on EFL Stude nts’ Comprehension of Narrative Text, Reading in a Foreign Language, 82, 1992. Anderson, Mark and Kathy Anderson. Text Types in English 3. South Yarra: Macmillan Education Australia, 1998. Anderson, Richard C. et al., Becoming a Nation of Reader: the Report of the Commission on Reading. Washington DC: The National Institute of Education, US Department of Education, 1984. Aviv. Module Pembelajaran Narrative Text SMA Kelas 11 Semester 2. Kebumen: SPEC and Academic Pare, 2013. Badan Perpustakaan, Kearsipan, dan Dokumentasi Provinsi Kalimantan Barat. “Ulang Tahun, Perpusnas Luncurkan Mobil Pustaka Hydron”, http: bpkd.kalbarprov.go.id, 7 th December 2014. Badan Pusat Statistik. “Indikator Sosial Budaya 2003, 2006, 2009, 2012”, http:www.bps.go.id, 7 th December 2014. Bennett, Barrie and Carol Rolheiser. Beyond Monet: The Artful Science of Instructional Integration. Toronto: Bookation Inc., 2001. Buzan, Tony. the Mind Map Book. USA: Penguin Book Ltd, 1994. Buzan, Tony. Mind Maps for Kids, an Introduction —the Shortcut to Success at School. UK: Thorsons, 2003. Buzan, Tony. Use Your Head. London: Book Club Associates, 1984. Carell, Patricia L. Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension. Toronto: TESOL Convention, 1983. Cavanagh, Jane. Text Types. New South Wales: Country Areas Program CAP of Dubbo School of Distance Education. Christensen, Larry B. Experimental Methodology. USA: Pearson Education, Inc., 2006. Clouse, Barbara Fine. the Student Writer. New York: The McGraw-Hill Companies, Inc., 2006. Coffman, Gerry A. and Melissa D. Reed, the True Story of Narrative Text: from Theory to Practice. Kansas: The Reading Professor vol. 32 no. 1, 2010. Davies, F. Introducing Reading. London: Penguin, 1995. Davies, Martin. Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and do they Matter. Victoria: Springer, 2010. Faste, Rolf A. “Mind Mapping”, an Unpublished Book Chapter Describing the Use of Mind Maps in Design, US, 1997. Garfield, Richard et al. Technical brief –Purposive sampling and site selection. Geneva: ACAPS, 2011. Gebhard, Jerry Greer. Teaching English as a Foreign or Second Language —a Self Development and Methodology Guide. US: University of Michigan Press, 1996. Grabe, William and Fredricka L. Stoller. Reading for Academic Purposes: Guidelines for the ESLEFL Teacher. in Celce-Murcia ed. Teaching English as a Second or Foreign Language 3rd Edition. Boston: Hainle Hainle, 2001.

Dokumen yang terkait

The Effectiveness of Using Storyboard Technique on Students' Reading Comprehension of Narrative Text (A Quasi-experimental Study at the Tenth Grade of MAN 1 Tangerang Selatan)

3 41 145

The Effectiveness Of Using Story Mapping Technique Towards Students’ Reading Ability Of Narrative Text (A Quasi-Experimental Study At Tenth Grade Students Of Sma N 4 Tangerang Selatan)

4 78 108

The effectiveness of jigsaw technique in learning reading of exposition text: a quasi-experimental study at the second year students of SMAN 34 Jakarta.

0 7 99

The Effectiveness of Using Mind Mapping in the Teaching of Writing Essay

0 9 99

The Effectiveness of Using Jigsaw Technique to Develop Students’ Reading Comprehension on Narrative Text; A Quasi Experimental Study at the Eleventh Grade Students of SMA Negeri 63 Jakarta Selatan

0 6 139

The Effectiveness Of Using Reading, Encoding, Annotating And Pondering (Reap) Technique Towards Students’ Reading Skill Of Descriptive Text (A Quasi-Experimental Study At The Seventh Grade Of Mts Salafiyah)

5 18 138

The Effectiveness of Using Mind Mapping in Improving Students' Reading Comprehension of Narrative Text A Quasi Experimental Study at the Second Grade of SMA Mathla’ul Huda Parung Panjang-Bogor.

0 5 126

THE EFFECTIVENESS OF USING NEAR-PEER ROLE MODELING (NPRM) ON STUDENTS’ SPEAKING ABILITY (A Quasi-Experimental Study at the First Grade of SMPN 3 South Tangerang)

0 32 113

The Effectiveness of Using Story Mapping Technique on Students' Reading Comprehension of Narrative Text (A Quasi-experimental Research at the Eighth Grade Students of SMPN 127 Jakarta)

0 12 159

The Effectiveness Of Using Short Story Towards Students’ Reading Comprehension Of Narrative Text (A Quasi-experimental Study at the Second Grade Students of Mts. AT-TAQWA Batu Ceper- Tangerang)

0 21 184