THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

50

References
Abraham, P. (2002). Skilled reading: Top-down, bottom-up. Field notes, 10(2), 16.
Ajideh, P. (2003). Schema theory-based pre-reading tasks: a neglected essential in
the ESL reading class. The Reading Matrix, 3(1). 1-14.
Ajideh, P. (2006). Schema-theory based considerations on pre-reading activities in
ESP textbooks. Asian EFL Journal, 16(1), 1-13.
Alemi, M., & Ebadi, S. (2010). The effects of pre-reading activities on ESP
reading comprehension. Journal of Language Teaching and Research, 1(5),
569-577.
Alyousef, H.S. (2006). Teaching reading comprehension to ESL/EFL learners.
Journal of language Learning. 5(1), 63-73.

Andrew K. LUI, Sheung-On CHOY, Yannie H.Y. CHEUNG, Sandy C. LI.
(2006). A study on the perception of students towards educational weblogs
informatics in education, Institute of Mathematics and Informatics, Vilnius,
5(2), 245-266.

Aziz, F. (2013). Improving speaking skill by using group discussion. Jurnal
Penelitian, Pendidikandan Pembelajaran, 13(1), 97-103.


Berardo, S. A. (2006). The use of authentic materials in the teaching of
reading. The reading matrix, 6(2), 60-69.
Bilokcuoglu, L. H. (2011). The effects of pre-reading activities in EFL classes on
students' reading comprehension. EUL Journal of Social Sciences, 2(2),
179–197.

51

Brown, H. D. (2001). Teaching by principles: an interactive approach to language
pedagogy (2nd ed). New York: Addision Wesley Longman, Inc.
Carlson, J. A. (2010). Avoiding traps in member checking. The qualitative
report, 15(5), 1102-1113.

Cohen, L., Manion, L., & Marrison, K. (2011). Research methods in education.
7th ed. London: Roudledge, 8, 143-164.
Day, R., & Jeong-suk, P. (2005). Developing reading comprehension
questions. Reading in a foreign language, 17(1), 60-73
Deuja, A., Kohn, N. W., Paulus, P. B., & Korde, R. M. (2014).Taking a broad
perspective before brainstorming. Group Dynamics: Theory, Research, and

Practice, 18(3), 222-236.

Drucker, M. J. (2003). What reading teachers should know about ESL learners.
The Reading Teacher, 57(1), 22-29.
Ekaningrum, V. C., & Prabandari, C. S. (2016). Students’ perception on prereading activities in basic reading ii class of the English Language
Education Study Program of Sanata Dharma University. Language and
Language Teaching (LLT), 18(2), 133-140.

Farzaneh, N., & Nejadansari, D. (2014). Students’ attitude towards using
cooperative learning for teaching reading comprehension. Theory and
Practice in Language Studies, 4(2), 287-292.

Ghabanchi, Z., & Behrooznia, S. (2014). The impact of brainstorming on reading
comprehension and critical thinking ability of EFL learners. ProcediaSocial and Behavioral Sciences, 98(2), 513-521.

52

Haque, M. (2010). Do pre-reading activities help learners comprehend a text
better? (Doctoral dissertation, BRAC University).


Hashemi, A., Mobini, F., & Karimkhanlooie, G. (2016).The impact of contentbased pre-reading activities on iranian high school EFL learners’ reading
comprehension. Journal of Language Teaching and Research, 7(1), 137145.
Hasyim, A., & Nurmalisa, Y. (2013). Students’ perception on teacher’s learning
process with non civic education background at SMA Bina Mulya
Kedaton. Jurnal Kultur Demokrasi, 1(3).
Hodijah, S. (2012). Teaching reading using pre-questioning technique at the
second grade students of SMPN 1 Cihampelas Kab. Bandung barat. 1-6
Karakas, M. (2005). The effects of pre-reading activities on ELT trainee teachers’
comprehension of short stories. Journal of Theory and Practice in
Education, 1(1-2), 25-35.

Landsberger. J. (2011). Pre-reading strategies. Retrived from
https://http://www.studygs.net/preread.htm
Meriam, S. B. (1998). Qualitative research and case study applications in
education. San Francisco: Jossey-Bass Publisher.
Musa, N. C., Koo, Y. L., & Azman, H. (2012). Exploring English language
learning and teaching in Malaysia. GEMA: Online Journal of Language
Studies, 12(1), 35-51.

Nagarathinam, D., & Lakshmanan, L. (2016). The importance of group discussion

and the role of participants. Language in India , 16(4), 169-178.

53

Pickens, J. (2005). Organizational behavior in health care.Jones and Bartlett
Publishers, Sudbury, MA, USA.
Rakhmat, J. (2007). Persepsidalam proses belajar mengajar. Jakarta: Rajawali
pers.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching.
Cambridge: Cambridge University Press
Sahin, A. (2013). The effect of text types on reading comprehension. Mevlana
International Journal of Education (MIJE). 3(2), 57-67.

Sainn, G., & Ugwuegbu, D. C. E. (1980). Education psychology in a changing
world. London: Unwin Hyman
Stephensen, L., & Harold, B. (2009). Elements in the teaching of reading.
Teachers, Learners and Curriculum, 4, 14-21.

Thongyon, P., & Chiramanee, T. (2011). The effects of pre-reading activities on
reading comprehension ability. The 3rd International Conference on

Humanities and Social Sciences, 1-15.

Vacca, R. T. (2002). From efficient decoders to strategic readers. Educational
Leadership, 60(3), 6-11.

Wang, Y. (2009). On the cognitive processes of human perception with emotions,
motivations, and attitudes. In Novel Approaches in Cognitive Informatics
and Natural Intelligence (pp. 65-77). IGI Global.Wallace, C. (2003).
Reading. New York: Oxford University Press.

Williams, C. (2007). Research methods. Journal of Business & Economic
Research, 5(3), 65-72.

54

Yang, W. Dai, W. Gao, L. (2012) intensive reading and necessity to integrate
learning strategies. English Language and Literature, 2(1), 55-63.
Yusuf, H. (2011). The effect of pre-reading activities on students' performance in
reading comprehension in senior secondary school. International Research
Journals, 2(9), 1451–1455.


Dokumen yang terkait

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 1

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 8

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 1

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 1

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 7

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 15

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 6

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 18

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 3

THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

0 0 6