THE EFFECT OF APPLYING INTERACTIVE NOTATION SYSTEM FOR EFFECTIVE READING AND THINKING (INSERT) STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING ANALYTICAL EXPOSITION TEXT.

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THE EFFECT OF APPLYING INTERACTIVE NOTATION

SYSTEM FOR EFFECTIVE READING AND THINKING

(INSERT)

STRATEGY ON STUDENTS’ ACHIEVEMENT

IN READING ANALYTICAL EXPOSITION TEXT

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of SarjanaPendidikan

By:

POPPY PRISCILIA MARBUN

Registration Number: 2103121033

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN


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DECLARATION

I have familiarized with the university’s policy on academic integrity. Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words and has not previously been submitted for assessment.

I understand that this thesis may be screened electronically or otherwise for plagiarism.

Medan, March 2015 The Researcher,

Poppy Priscilia Marbun Reg. No. 2103121033


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ABSTRACT

Marbun, Poppy Priscilia. 2103121033. The Effect of Applying Interactive Notation System for Effective Reading and Thinking (INSERT) Strategy on Students’ Achievement in Reading Analytical Exposition Text. A Thesis. English Department. Faculty of Languages and Arts. State University of Medan. 2015.

This study deals with the Effect of Applying Interactive Notation System for Effective Reading and Thinking (INSERT) Strategy on Students’ Achievement in Reading Analytical Exposition Text. The objective of the study is to find out whether Interactive Notation System for Effective Reading and Thinking (INSERT) Strategy significantly affects the students’ achievement in reading analytical exposition text. It was an experimental research. The subject of the study was the students of eleventh (XI) grade students of SMA Negeri 1 Tebing Tinggi. The sample was divided into two groups. The Experimental group was taught by applying Interactive Notation System for Effective Reading and Thinking (INSERT) strategy, while the control group was taught by applying Question Answer Relationship (QAR) strategy. Levels of reading comprehension used in the reading test were literal, interpretative and critical reading. The percentages of each level were 35%, 45% and 20%.To obtain the reliability of the test, the writer applied Kuder Richardson formula (KR-21). The result of the calculation showed that the reliability of the test was 0.83, which means that the reliability of the test is very high. The data was analyzed by using t-test formula. The analysis showed that tobserved is exceeded than ttable (4.10 > 2.00) at the level of significance of 0.05 with the degree of freedom (df) 58. The findings indicate that using Interactive Notation System for Effective Reading and Thinking (INSERT) strategy significantly affected the students’ reading analytical exposition text. Keyword: Interactive Notation System for Effective Reading and Thinking (INSERT) Strategy, Reading Analytical Exposition Text


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ACKNOWLEDGMENT

First of all, the writer would like to express her deepest gratitude to the Almighty God for His grace, mercy and glory who has given His uncountable blessing, everlasting love, guidance, opportunity and strength to the writer during her study and in completing this thesis which is entitled: The Effect of Applying Interactive Notation System for Effective Reading and Thinking (INSERT) Strategy on Students’ Achievement in Reading Analytical Exposition Text. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan (S-1) of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express her gratitude and special thanks to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra. Meisuri, MA., the Secretary of English Department and Dra. Masitowarni Siregar, M.Ed., the Head of English Education Program, Dr. Rahmah, M.Hum., the Head of English and Literature Program, Faculty of Languagaes and Arts, State University of Medan.

 Dra. Tjut Ernidawati, M.Pd., her Thesis Consultant.

 Dr. Anni Holila Pulungan, M.Hum., Prof. Dr. Busmin Gurning, M.Pd. and Indra Hartoyo, M.Hum., her Reviewer and Examiner.

 All the Lecturers of English Department

 H. Mhd. Syarif, M.Si., M.Pd., the Headmaster of SMA Negeri 1 Tebing Tinggi, who had given his permission and opportunities to the writer to do observation and to collect data.

 Darwis Hasibuan, S.Pd., the English teacher of SMA Negeri 1 Tebing Tinggi, who had given his assistance, guidance, suggestions and comments in the process of completing this thesis. And all the teachers and students at the school for the good cooperation.


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 Her beloved parents, B. Marbun, S.E. and Dra. N. Tambunan, S.Pd. who give their everlasting love, prayers and the financial support that have enabled her finish her study. The writer’s special gratitude also goes to her lovely brothers and sister, Ns. Agnes Silvina Marbun, S.Kep. and Anicetus Marbun, S.K.M and all her families for their endless love, prayers, inspiration, motivation and everything that they have given to the writer.

 Her dearest friends in Regular B 2010, her great class for the love and togetherness throughout four years, especially for D’Clique Five Desy Fortin Hutabarat, S.Pd., Detha Sari Anjani Sinulingga, S.Pd., Fitri Agnes Marsella Rumahorbo, S.Pd. and Rawiyah Damanik S.Pd. who had given many support and assistance in the process of completing this thesis..

 Her dearest friends in PSTE Yohana Debora Siburian, Rizka Hayati, Filzah Farhana and Fandy Raymond for their laughs, support and togetherness. And also to my dearest friends in PPLT SMPN 1 Air Putih and her close friend Mario Pasaribu for their support and togetherness.

 And the last, finally a million thanks to all those who have given endless contribution in the process of completing this thesis.

The writer realizes that this thesis still has the paucity, she conveniently welcomes any suggestions, comments, critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who are read and interested in the field of this study.

Medan, March 2015 The writer,

Poppy Priscilia Marbun Reg. No. 2103121033


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TABLE OF CONTENTS

Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF FIGURE ... viii

LIST OF APPENDICES ... ix

CHAPTER I. INTRODUCTION ...1

A. The Background of the Study ...1

B. The Problem of the Study ... .. 5

C. The Objective of the Study ... .. 5

D. The Scope of the Study ... .. 5

E. The Significance of the Study ... .. 6

CHAPTER II. REVIEW OF LITERATURE ...7

A. Theoretical Framework ... .. 7

1. Students’ Achievement in Reading Analytical Exposition ... .. 7

2. Reading Comprehension ... .. 8

a. Purpose of Reading Comprehension ... .. 10

b. The Process of Reading Comprehension ... .. 11

c. Factors of Reading Comprehension ... .. 12

d. Levels of Reading Comprehension ... .. 15

e. Assessment of Reading Comprehension ... .. 16

3. Text Genre ... .. 19

4. Exposition Text ... .. 21

a. Analytical Exposition ... .. 22

5. Teaching Strategies ... .. 24


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a. The Process of INSERT Strategy ... .. 26

b. The Advantages and Disadvantages of INSERT ... .. 28

7. Question-Answer Relationship Strategy ... .. 29

a. The Advantages and Disadvantages of QAR Strategy ... .. 30

B. Relevant Studies ... .. 31

C.Conceptual Framework ... 32

D. Hypothesis ... 35

CHAPTER III. RESEARCH METHOD ... 36

A. Research Design ... 36

B. Population ... 36

C. Sample ... 37

D. The Instrument of Collecting Data ... 37

E. Procedure of Research ... 37

1. Try Out ... 38

2. Pre-Test ... 38

3. Treatment ... 38

4. Post-Test ... 41

F. Scoring the Test ... 41

G. The Validity and the Reliability of the Test ... 41

1. The Validity of the Test ... 42

2 .The Reliability of the Test ... 42

H. The Technique for Analyzing Data ... 43

I. Statistical Hypothesis ... 44

CHAPTER IV. THE DATA AND DATA ANALYSIS ... 45

A.The Data ... 45

B.Data Analysis ... 46

1. Testing Reliability of the Test ... 46

2. Analyzing the Data using t-test... 47

C.Testing Hypothesis ... 48

D.Discussion ... 49


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A. Conclusion ... 51

B. Suggestion ... 51

REFERENCES ... 53


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LIST OF TABLES

Pages

Table 1.1 Students’ Accumulated Score ... 3

Table 3.1 Research Design ... 36

Table 3.2 Teaching Procedure in Experimental Group ... 39

Table 3.3 Teaching Procedure in Control Group ... 40


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LIST OF FIGURE

Page Figure 2.1 The Example of Analytical Exposition Text ... 23


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LIST OF APPENDICES

Pages APPENDIX A. The Score of Pre-Test and Post-Test by the Students of

Experimental Group ... 56

APPENDIX B. The Score of Pre-Test and Post-Test by the Students of Control Group ... 57

APPENDIX C. The Reliability of the Test ... 58

APPENDIX D. The Calculation of t-test for Experimental Group ... 60

APPENDIX E. The Calculation of t-test for Control Group ... 61

APPENDIX F. Table of Distribution t ... 64

APPENDIX G. Reading Tests for Experimental and Control Group ... 65

APPENDIX H. Answer Keys... 75

APPENDIX I. Lesson Plan for Experimental Group ... 76


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CHAPTER I

INTRODUCTION

A. The Background of the Study

People have to adapt to social and technological changes in order to face this globalization era. The current globalization and the continuing increase in international communication in various fields have resulted in greater demand for English as a foreign language. In this context, reading is a resource for continued education, for the acquisition of language and skills, for gaining information and ideas through media, especially newspaper, books, radio, television, and etc.

Reading is one of English skills should be acquired well by all of English learners who want to learn English as a foreign language. It is a learning process through gaining information or ideas from a text in order to enrich readers’ knowledge. Many large opportunities can be derived through reading. It is like a key to a wealth of experience that links people in a way far beyond distance or time. The readers may expand their horizons, identify, extend and intensify their interest and gain deeper understanding of the world. Thus reading is an essential tool for lifelong learning for all students.

Grabe and Stoller (2002: 9) state that reading is the ability to draw meaning from the printed page and interpret the information approximately. It is an active cognitive process of interacting and monitoring interpretation or understanding to establish meaning by giving test. Students may know the vocabulary and understand the concepts of the text, but they may not arrive at the specific development of the


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text, but they may not arrive at the specific development of the text or the new information created by the writer.

To consider the above importance of reading, it is very essential for students to understand what they will read. English Language Teaching in senior high school is aimed at enabling students to reach functional level in a sense that students must be able to catch and express the meaning in short functional written texts and simple essays of descriptive, report, narrative, procedure, hortatory exposition, analytical exposition, news item and etc in the daily-life contexts. Students are expected to comprehend, analyze factual knowledge and apply the procedural knowledge specific field of study according to their talents and interests to solve the problem. This concludes that mastering reading comprehension is very important and crucial for the students in order to enable them in getting success in reading learning process.

In fact, most students have difficulties in grasping the content of reading comprehension such as understanding vocabulary, seeing in the relationship among words and concept organizing ideas, recognizing the author’s purpose, making judgment and evaluating. Clarke and Silberstein (1987) argue that reading comprehension requires a reader to identify the main point and its supporting details. The difficulties might be caused by the students having insufficient vocabulary of English, do not know English comprehensively, lack motivation to read in another language because the texts given in the reading lesson are not interesting, and do not know how to apply certain techniques of reading in finding the information or content of a text accurately.


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Based on the result of observation that was conducted in SMA N 1 Tebing

Tinggi, students had many problems in learning reading process. The teacher said

that the ability of students’ reading comprehension is still low. The teacher showed

the data of the students’ scores in reading test. The data showed that there were only ten out of 32 students who achieved the standard score that is 70. The average score was only 69.03, it means that there were 67% of them failed the test. This proves that they could not grasp the information of the text they had read and got difficulties in constructing the meaning of the text.

In the classroom, students did passive reading activity. They always asked the teacher about the meaning of words that they found in the text. They just read and translated it based on what they’ve known so that they got wrong ideas. Some of them just copied their friend’s answer without doing any discussion to comprehend the text.

The students had no self confidence to read without comprehend the text. Without comprehension, the goal of reading process is not success. The students also felt hesitate to ask the teacher and expressed their ideas or opinions towards the text. The students failed to express themselves adequately in reading English. Thus, it made the students felt bored and discouraged in the reading activities.

The ability to comprehend the text seems so low with that learning style. The writer attached the students’ score in two semesters, academic year 2013-2014 below. The Minimum Criteria Mastery (Kriteria Ketuntasan Minimum/KKM) is 70.


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Table 1.1

Students’ Accumulated Score

Semester Score Students Percentage Mean

1st Semester 2013/2014 <70 20 Students 62.50 % 58.12

Semester Score Students Percentage Mean

1st Semester 2013/2014 ≥ 70 12 Students 37.50 % 58.12 2nd Semester

2013/2014

<70 22 Students 68.75 %

57.50 ≥ 70 10 Students 31.25 %

Source: Students’ Accumulated Score of Grade XI SMA N 1 Tebing Tinggi academic year 2013/2014

This finding proves that most of the students had not reached the Minimum Criteria Mastery yet. It means the students’ achievement in reading was bad. Students should have knowledge in many aspects especially in academic terms. One of the best ways to get more knowledge is by reading. Because without knowledge they cannot even compete with others student in modern ages like nowadays.

As an English teacher, we should be creative to find a good and appropriate way to help students to get more knowledge, to be able to comprehend a story, especially mastery the forth skills, moreover in an entertaining and enjoyable way so they will not feel bored in the class.

Dealing with the facts previously mentioned, the writer interested in conducting research entitled “The effect of applying Interactive Notation System for Effective Reading and Thinking (INSERT) strategy on students’ achievement in reading analytical exposition text’’. INSERT is an active reading strategy designed by Vaughn & Estes (1986). This strategy can be used by students during the guided reading phase of class work. It employs a set of symbols or notation and helps students to interact and make connections with text without taking extensive notes during reading. There are several kinds of notation that are used in this strategy


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such as, (√) for agree with the readers, (X) for disagree with the readers, (?) for confusing and unclear to readers, (+) for new information, (!) for interesting and awesome fact/ideas and (*) for important ideas

.

Theoretically, the problem could be solved by applying INSERT strategy, as the teaching strategy involves the students in the teaching-learning process and it is student-centered activities.

B. The Problem of the Study

Based on the discussion in the background of the study, the problem of the research is formulated as the following: “Is the students’ achievement taught by applying INSERT strategy higher than the taught by applying Question-Answer Relationship strategy on students’ achievement in reading analytical exposition text?”

C. The Objective of the Study

Based on the formulation of the problem above, the objective of the study is to find out whether students’ achievement taught by applying INSERT strategy higher than the taught by applying Question-Answer Relationship strategy on

students’ achievement in reading analytical exposition text.

D. The Scope of the Study

Comprehension in reading process can be reached if the readers know the steps that derived from the appropriate strategy and skills needed for a kind of text and understand how to use them. There are several types of text such as descriptive, report, narrative, procedure, hortatory exposition, analytical exposition, and news


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item. This study focuses on identifying the effect of applying INSERT strategy on

students’ reading comprehension in analytical exposition text.

E. The Significance of the Study

The findings of this study are expected to be useful: 1. Theoretically

The result of the study will enrich the strategy of English teaching and learning and also contribute the development of knowledge in English teaching and learning.

2. Practically

 The teachers to give worthwhile experiences and improvement in teaching English especially for teaching reading.

 The readers to add some knowledge about INSERT strategy, update their information and as the reference for those who are interested in doing the related study, especially in reading analytical exposition.

 Helping the students to improve their ability in comprehending the text easily and sharing ideas or opinion related to the text.


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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Students in experimental group had better comprehension in reading than those in control group. In the experimental group, all students had participated in learning process although they worked in group. They shared and exchanged their ideas about the text by assigning the symbols. Then, they connected their ideas with the new information they got from the text. The students became enthusiastic to compare their thoughts each other so that many questions had been raised. Levels of reading comprehension used in the reading test were literal, interpretative and critical reading. The percentages of each level were 35%, 45% and 20%.

Having analyzed the data, the researcher found that the using of INSERT strategy significantly affects the students’ achievement in reading analytical exposition text, since the t-test > t-table (4,10>2,002; df = 58,  = 0,05). The findings shows that the null hypothesis is rejected, so the students’ achievement in reading analytical exposition text taught by using INSERT strategy is higher than the taught using QAR strategy.

B. Suggestions

Based on the conclusion drawn above, it is suggested to:

1. English teachers use INSERT Strategy in teaching reading in order to increase their students’ achievement in reading analytical exposition text.

2. Readers who want to develop all information and knowledge and for those who have interest in doing research relate to INSERT are able to make research in


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3. Students use this strategy in reading text. The strategies in INSERT are able to improve the readers’ their ability in comprehending the text easily and sharing ideas or opinion related to the text.


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REFERENCES

Anderson, J. C. 2000. Assessing Reading. Cambridge: Cambridge University.

Arikunto, S. 2003. Prosedur Penelitian: Suatu Pendekatan Praktik: Edisi revisi V. Jakarta: Rineka Cipta.

Asril, Deni. 2012. Teaching Reading by Using INSERT (Interactive Notation System to Effective Reading and Thinking) Strategy at Senior High School. West Sumatera: English Department College of Teacher Training and Education (STKIP) PGRI. Unpublished Thesis

Baker, L., & Brown, A.L. 1984. Metacognitive Skills and Reading. In P.D. Pearson (Ed.), Handbook of Reading Research (pp. 353-394). New York: Longman. Best, J. W., & Khan, J.V. 2002. Research in Education 7th. New Delhi: Prentice

Hall.

Brown, H.D. 2007. Principles of Language Learning and Teaching. White Plains: Pearson Education.

Brown, H.D. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education.

Burns., et al. 1984. Teaching Reading in Today’s Elementary Schools. New Jersey: Houghton Mifflin Company.

Clarke, P. L., & Silberstein, S. 1987. Toward a Realization of Psycholinguistic Principles in the ESL Reading Class. In Michael H. Long and Jack C. Richards (Eds.).Methodology in TESL: A Book of Readings. New York: Newbury.

Grabe, W., & Stoller, F.L. 2002. Teaching and Researching Reading. Great Britain: Pearson Education.

Heaton, J.B. 1975. Writing English Language Test. London and New York: Longman Inc


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Heilman, W. Arthur, Blair, R. Timothy, and Rupley, H. William. 1981. Principles and Practices of Teaching Reading. Columbus: Charles E. Merrill Publishing Company.

Hughes, Arthur. 2003. Testing for Language Teachers Second Edition. Cambridge: Cambridge University Press

Kementrian Pendidikan dan Kebudayaan. 2014. Materi Pelatihan Guru Implementasi Kurikulum 2013 Tahun 2014: Materi Pelajaran Bahasa Inggris SMA/SMK-Untuk Guru. Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan. Khurshid, Fauzia and Ansari, U. 2012. Effects of Innovative Teaching Strategies on

Students’ Performances. Global Journal of Human Social Sciences, Vol. 12. Islamabad: National University of Modern Languages

Klingner, Janette K and Sharon Vaughn. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York: the Guilford Press.

Li, Fenfang. 2010. A Study of English Reading Strategies Used by Senior Middle School Students. Asian Social Science, Vol. 6, No. 10. Canada: Canadian Center of Science and Education

Mather, Nancy. 2006. Evidence-Based Academic Intervention. New York: Cronwell press group Ltd.

Noor, N.M. 2011. Reading Habits and Preferences of EFL Post Graduates: A Case Study. Indonesian Journal of Applied Linguistics, Vol. 1, No. 1. Universiti Kebangsaan Malaysia

Pinem, O.J. 2010. The Effect of Using Contextual Guessing Technique on Students’ Achievement in Reading Comprehension. Medan: Unimed. Unpublished Thesis

Raphael, Taffy. E., & Pearson,P. D. 1982. The Effect of Metacognitive Awareness Training on Children’s Question-Answering Behavior. Urbana, IL: Center for the Study of Reading, University of Illinois.

Taguchi, E., Gorsuch, G. and Sasamoto, E. 2006. Developing Second and Foreign Language Reading Fluency and Its Effect On Comprehension: A Missing Link. The Reading Matrix, Vol. 6, No. 2. Tokyo: Daito Bunka University


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Tuan, Luu Trong. 2011. Teaching Reading Through WebQuest. Journal of Language Teaching and Research, Vol. 2, No. 3, pp. 664-673. Vietnam: National University of Ho Chi Minh City

Wahyudi, Pino. 2013. The Effect of Save Interactive Notation System for Effective Reading And Thinking Strategy Toward Students’’ Reading Achievement: A Study at Grade XI of SMA N 12 Padang. Jurnal Mahasiswa Prodi Pendidikan Bahasa Inggris, Vol. 2, No. 1.


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item. This study focuses on identifying the effect of applying INSERT strategy on students’ reading comprehension in analytical exposition text.

E. The Significance of the Study

The findings of this study are expected to be useful: 1. Theoretically

The result of the study will enrich the strategy of English teaching and learning and also contribute the development of knowledge in English teaching and learning.

2. Practically

 The teachers to give worthwhile experiences and improvement in teaching English especially for teaching reading.

 The readers to add some knowledge about INSERT strategy, update their information and as the reference for those who are interested in doing the related study, especially in reading analytical exposition.

 Helping the students to improve their ability in comprehending the text easily and sharing ideas or opinion related to the text.


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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Students in experimental group had better comprehension in reading than those in control group. In the experimental group, all students had participated in learning process although they worked in group. They shared and exchanged their ideas about the text by assigning the symbols. Then, they connected their ideas with the new information they got from the text. The students became enthusiastic to compare their thoughts each other so that many questions had been raised. Levels of reading comprehension used in the reading test were literal, interpretative and critical reading. The percentages of each level were 35%, 45% and 20%.

Having analyzed the data, the researcher found that the using of INSERT strategy significantly affects the students’ achievement in reading analytical exposition text, since the t-test > t-table (4,10>2,002; df = 58,  = 0,05). The findings shows that the null hypothesis is rejected, so the students’ achievement in reading analytical exposition text taught by using INSERT strategy is higher than the taught using QAR strategy.

B. Suggestions

Based on the conclusion drawn above, it is suggested to:

1. English teachers use INSERT Strategy in teaching reading in order to increase their students’ achievement in reading analytical exposition text.

2. Readers who want to develop all information and knowledge and for those who have interest in doing research relate to INSERT are able to make research in


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3. Students use this strategy in reading text. The strategies in INSERT are able to improve the readers’ their ability in comprehending the text easily and sharing ideas or opinion related to the text.


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REFERENCES

Anderson, J. C. 2000. Assessing Reading. Cambridge: Cambridge University.

Arikunto, S. 2003. Prosedur Penelitian: Suatu Pendekatan Praktik: Edisi revisi V. Jakarta: Rineka Cipta.

Asril, Deni. 2012. Teaching Reading by Using INSERT (Interactive Notation System to Effective Reading and Thinking) Strategy at Senior High School. West Sumatera: English Department College of Teacher Training and Education (STKIP) PGRI. Unpublished Thesis

Baker, L., & Brown, A.L. 1984. Metacognitive Skills and Reading. In P.D. Pearson (Ed.), Handbook of Reading Research (pp. 353-394). New York: Longman. Best, J. W., & Khan, J.V. 2002. Research in Education 7th. New Delhi: Prentice

Hall.

Brown, H.D. 2007. Principles of Language Learning and Teaching. White Plains: Pearson Education.

Brown, H.D. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education.

Burns., et al. 1984. Teaching Reading in Today’s Elementary Schools. New Jersey: Houghton Mifflin Company.

Clarke, P. L., & Silberstein, S. 1987. Toward a Realization of Psycholinguistic Principles in the ESL Reading Class. In Michael H. Long and Jack C. Richards (Eds.).Methodology in TESL: A Book of Readings. New York: Newbury.

Grabe, W., & Stoller, F.L. 2002. Teaching and Researching Reading. Great Britain: Pearson Education.

Heaton, J.B. 1975. Writing English Language Test. London and New York: Longman Inc


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Heilman, W. Arthur, Blair, R. Timothy, and Rupley, H. William. 1981. Principles and Practices of Teaching Reading. Columbus: Charles E. Merrill Publishing Company.

Hughes, Arthur. 2003. Testing for Language Teachers Second Edition. Cambridge: Cambridge University Press

Kementrian Pendidikan dan Kebudayaan. 2014. Materi Pelatihan Guru Implementasi Kurikulum 2013 Tahun 2014: Materi Pelajaran Bahasa Inggris SMA/SMK-Untuk Guru. Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan. Khurshid, Fauzia and Ansari, U. 2012. Effects of Innovative Teaching Strategies on

Students’ Performances. Global Journal of Human Social Sciences, Vol. 12. Islamabad: National University of Modern Languages

Klingner, Janette K and Sharon Vaughn. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York: the Guilford Press.

Li, Fenfang. 2010. A Study of English Reading Strategies Used by Senior Middle School Students. Asian Social Science, Vol. 6, No. 10. Canada: Canadian Center of Science and Education

Mather, Nancy. 2006. Evidence-Based Academic Intervention. New York: Cronwell press group Ltd.

Noor, N.M. 2011. Reading Habits and Preferences of EFL Post Graduates: A Case Study. Indonesian Journal of Applied Linguistics, Vol. 1, No. 1. Universiti Kebangsaan Malaysia

Pinem, O.J. 2010. The Effect of Using Contextual Guessing Technique on Students’ Achievement in Reading Comprehension. Medan: Unimed. Unpublished Thesis

Raphael, Taffy. E., & Pearson,P. D. 1982. The Effect of Metacognitive Awareness

Training on Children’s Question-Answering Behavior. Urbana, IL: Center

for the Study of Reading, University of Illinois.

Taguchi, E., Gorsuch, G. and Sasamoto, E. 2006. Developing Second and Foreign Language Reading Fluency and Its Effect On Comprehension: A Missing Link. The Reading Matrix, Vol. 6, No. 2. Tokyo: Daito Bunka University


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Tuan, Luu Trong. 2011. Teaching Reading Through WebQuest. Journal of Language Teaching and Research, Vol. 2, No. 3, pp. 664-673. Vietnam: National University of Ho Chi Minh City

Wahyudi, Pino. 2013. The Effect of Save Interactive Notation System for Effective Reading And Thinking Strategy Toward Students’’ Reading Achievement: A Study at Grade XI of SMA N 12 Padang. Jurnal Mahasiswa Prodi Pendidikan Bahasa Inggris, Vol. 2, No. 1.