IMPROVING STUDENTS’ READING NARRATIVE TEXT ACHIEVEMENT THROUGH PRE-QUESTIONING STRATEGY.
IMPROVING STUDENTS’ READING NARRATIVE
TEXT ACHIEVEMENT THROUGH
PRE-QUESTIONING STRATEGY
A THESIS
Submitted to the English Department, Faculty of Language and
Arts, State University of Medan, in partial
one of the requirements for degree of
Sarjana Pendidikan
BY:
OKTAVI ANDRIANI PASARIBU
Registration Number. 071222210019
ENGLISH AND LITERATURE DEPARTMENT
LANGUAGES AND ARTS FACULITY
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
Thank’s to Allah for giving, blessing, endless love and mercy, especially in
the process of accomplishing this thesis. This thesis is aimed to fulfill one of the
requirements for the degree of Sarjana Pendidikan (S-1) at the English Department,
faculty of Language and Arts, State University of Medan.
In accomplishing this thesis, the writer was helped by so many beloved
people and the writer would like to express her gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si. as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum. as the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd. as the Head of English Department and as
her thesis advisor, for the advice, guidance, comment, and precious time in
supervising the draft of writing during the completion of this thesis. Rika,
S.Pd, M.Hum. the Secretary of English Department. Dra. Masitowarni
Siregar, M.Ed. the Head of Educational English Program
Drs. Johan Sinulingga, M.Pd. as her Academic Adviser.
Prof. Amrin Saragih, MA. Ph.D. and Dr. Anni Holila Pulungan M. Hum.
As the Reviewer of the thesis.
Her beloved family, her father, H. Ardin Pasaribu S.H., her mother, Dra.
Hj. Nurhayati, her beloved husband, Ahmad Sulaiman Lubis, her beloved
sons, Muhammad Miezza Ramadhan Lubis and Muhammad Hafidz
Nizam Lubis, for the understanding and big support in prayer, love,
motivation and financial while accomplished this thesis.
The writer also would like to thank all the lectures for sharing their knowledge with
her throughout the years at the faculty of Language and Arts. May Allah SWT
blessus. Amin.
Finally, the writer admits that this thesis still far from being perfect.
Therefore, the writer would like to invite the readers to give suggestion for the
improvement of this thesis later on.
Medan,
Agustus 2014
The Writer,
Oktavi Andriani Pasaribu
NIM: 071222210019
ABSTRACT
Andriani, Oktavi Improving Students’ Reading Narrative Text Achievement
through Pre-Questioning Strategy.A Thesis.Faculty of Language and Arts.The
State University of Medan, 2014.
This study deals with the improvement of the students’ reading narrative
text achievement through pre-questioning strategy. This study tries to find out to
what extend using Pre-questioning strategy could improve students’ reading
narrative text achievement. The subject of this research is the grade 8 students of
SMP Negeri 22 Medan. One class out of six classes was taken by using purposes
sampling technique as the subject of the research. The number of the subjects of
the research was 30 students. This thesis applies classroom action research which
is done in two cycles. The instruments for collecting data used quantitative data
(reading test) and qualitative data (observation sheet, interview sheet, and diary
notes). The result of the research shows that the mean of pre-test was 51,33, the
mean of cycle-1 test was 65, and the mean of cycle-2 test was 79,33. Based on the
data above, it can be concluded that Pre-questioning Strategy is significantly
improved students’ achievement in reading narrative text.
Keyword : Narrative Text through pre- questioning strategy.
TABLE OF CONTENTS
ABSTRACT ...............................................................................................................
ACKNOWLEDGEMENT ........................................................................................
TABLE OF CONTENTS .........................................................................................
LIST OF FIGURES ..................................................................................................
LIST OF APPENDIXES ..........................................................................................
Page
i
ii
iv
vi
vii
CHAPTER I INTRODUCTION
A.
B.
C.
D.
E.
The Background of the Study ..............................................
The Problems of the Study ..................................................
The Scope of Study ..............................................................
The Objective of the Study ..................................................
The Significance of the Study..............................................
1
3
3
3
3
CHAPTER II REVIEW OF RELATED LITERATURE
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Theoretical Framework ........................................................
Reading Comprehension ......................................................
Level of Comprehension......................................................
Text and Types of Texts ......................................................
The Principal of Teaching Reading .....................................
Strategy ................................................................................
Kinds of Strategy .................................................................
Pre-Questioning Strategy .....................................................
Pre-Questioning Teaching Procedure ..................................
Relevant Research ...............................................................
Conceptual Framework ........................................................
4
4
7
10
18
20
21
25
28
28
30
CHAPTER III RESEARCH METHODOLOGY
A.
B.
C.
D.
E.
Research Design ..................................................................
Subject of the Study .............................................................
Sources of Data ....................................................................
The Instrument for Collecting the Data ...............................
The Procedure of Data Collection .......................................
1. Cycle I ..............................................................................
2. Cycle II ............................................................................
F. The Scoring System of the Reading Test ............................
G. The Technique and Data Analysis .......................................
32
33
33
33
35
37
38
39
39
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data ...............................................................................
B. Data Analysis .......................................................................
1. Analysis of Quantitative Data .........................................
2. Analysis of Qualitative Data ...........................................
C. Research Finding .................................................................
D. Discussion ............................................................................
41
42
42
44
46
46
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...........................................................................
B. Suggestion............................................................................
REFERENCES
APPENDICES
48
48
LIST OF FIGURE
Table 3.1
The Process of Action Research ........................................................
36
LIST OF APPENDICES
Appendix 1. Lesson Plan (Cycle 1) ............................................................
52
Appendix 2. Lesson Plan (Cycle II) ............................................................
56
Appendix 3. The Observation Sheet for Cycle I ........................................
60
Appendix 4. The Observation Sheet for Cycle II .......................................
62
Appendix 5 Interview Sheet .......................................................................
64
CHAPTER I
INTRODUCTION
A. The Background of the Study
Scientific and technological information written in English are available in
large number nowadays. To access such information, the students need to be able
to read and understand written sources.
Realizing the fact that to be able to access the world’s scientific and
technological information, the teaching of English in Indonesia has been started
by giving much more attention to the implementation of developing reading
comprehension. However, one of the greatest problems is that reading
comprehension of junior, senior, and university students in Indonesia are still poor
(Soejoto, 2002), this indicates that the improvement of the teaching of reading
comprehension is very essential. Consequently, there are several factors affecting
of reading comprehension.
Reading comprehension is the process of constructing meaning from text.
The goal of all reading instruction is ultimately targeted at helping a reader
comprehend text. Reading comprehension involves at least two people: the reader
and the writer. The process of comprehending involves decoding the writer's
words and then using background knowledge to construct an approximate
understanding of the writer's message (Chandavimol, 1998:31-42). Bowen
(1982:74) says that comprehension always attends to what is coded or written in
the text, but it also depends upon the reader's background experiences, purposes,
feelings, and needs of the moment. Wixson (1987: 65) says that reading is the
process of constructing meaning through the dynamic interaction among: (1) the
reader's existing knowledge; (2) the information suggested by the text being read;
and (3) the context of the reading situation.
Therefore, it can be said that reading comprehension has relationship with
the background knowledge of the students. The more he / she has knowledge
about what he / she is reading, the better he / she comprehend what the text is
about.
Similarly, Klinger, Vaugh, and Boardman (2007:226) say that the students
need to be engaged with what they are reading. One of the strategies is through
prediction. Therefore teacher should lead students to predict what the text is about
before they read the text. In order to lead the students to make prediction, teacher
can give them pre-questioning.
During her teaching practice, the writer found out that the majority of the
students of SMP Negeri 22 Medan had difficulty in reading narrative text. The
score of KKM was 75. 75% of the students got under this score.
In line with this study, the writer thinks that students may improve their
reading comprehension if they know about pre-questioning and it is very
important to understand about pre-questioning in order to get good comprehension
in reading.
Based on the explanation above, the writer is interested in finding out the
improving students’ reading comprehension in reading English narrative text
through pre-questioning strategy. The writer believes that this strategy tends to
build the students’ interest and motivation to read the text.
B. The Problem of the Study
Based on the background of study above, the problem of the study is as
follows: “Is the students’ reading narrative text
achievement improved
significantly by using the pre-questioning strategy?”
C. The Objective of the Study
The objective of the study is to investigate if the use of pre-questioning
strategy improves the students’ reading narrative text achievement significantly.
D. The Scope of the Study
In relation to the reading comprehension, there are three level of
comprehension, namely: literal, inferential, and evaluation comprehension. This
study focuses on the grade 8 students of SMP Negeri 22 Medan in reading
narrative text through pre-questioning strategy at the level of literal
comprehension.
a. The Significance of the Study
The study is expected to have both theoretically and practically
contributions.
(1) Theoretically, to help teacher/researcher to find out alternative way of
teaching reading.
(2) Practically, it can be used as a model to improve the students’ reading
narrative text through pre-questioning strategy.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Related to the problem of the thesis, and based on the result of the study,
the conclusions are drawn as follows:
1. There is an improvement of students’ reading narrative text which was
taught by using pre-questioning strategy. It was showed by the mean of the
students’ pre-test (51,33), cycle-1 test (65) and cycle-2 test (79,33).
2. The students felt more enjoyable and interested in learning reading
narrative text by using pre-questioning strategy. It was showed by their
enthusiasm in reading narrative text in two cycles and their respond while
they were asked about pre-questioning strategy.
B. Suggestions
Related to the conclusions above, some suggestions are pointed out as
follows:
1. It is suggested that English teachers use Pre-Questioning strategy in class
action research so that they can improve their students’ reading text.
2. It is suggested that the students apply Pre-Questioning strategy while
reading so they can focus their attention to the reading to get what the text
is about.
48
49
REFERENCES
Anderson, R. 2002. Teaching English as an International Language: Rethinking
Goals and Approaches. Oxford: University Press.
Bowen, B., M. 1982. Look here! Visual Aids in Language Teaching. London:
Macmillan.
Brown, J.D. 2001. Understanding Research in Second Language Learning: A
Teacher’s Guide to Statistic and Research Design. New York:
Cambridge University Press.
Carnine, D. Et. al. 1990. Direct Instruction Reading. Ohio: Merrill Publishing Co.
Carrell, P. L., Devine, J., and Eskey, D., E. 1988. Interactive Approaches to
Second Language Reading. Cambridge: CPU.
Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of English.
Cambridge Univ. Press.
Chandavimol, M. (1998). Reading Comprehension: An Active Engagement or a
Passive Experience..Forum, 38 )1): 28 – 35.
Faerch, Claus and G. Casper. 1983. Strategies in Interlanguage Communication.
London: Longman.
Glaser. Rosemarie 1986. "A Plea for Phraseo-Stylistics," in Linguistics Across
Historical and Geographical Boundaries, ed. by Dieter Kastovsky and
A. J. Szwedek. Walter de Gruyter.
Graves, M., F., Watts, S., M., and Graves, B., B. 1994. Essentials of Classroom
Teaching Elementary Reading Methods. U.S.A.: Allyn and Bacon.
Harmer, Jeremy. 2003. The Practice of English Language Teaching. Cambridge:
Longman.
Ignacio. 2011. Cohesion and the Teaching of EFLReading. Forum, 31 (2): 12 –
21.
Kemmis, S. & McTaggart, R. 1992. The Action Research Planner. Victoria:
Deaken University Press.
Klinger, Vaugh, and Boardman (2007:226)
Lunsford, A. A. 2001. The Everyday Writer. Boston: Stanford University.
50
Mintzberg, Henry .2004.Managers, not MBAs: a hard look at the soft practice of
managing and management development, Berrett-Koehler. Jersey:
Prentice Hall.
Nugent, Glenda, Sakil Malik, Sandra Hollingworth. 2012. A Practical Guide to
Action Research for Literacy Educators. Washington. D.C.: International
Reading Association.
Oxford, Rebecca.1990. Language Learning Strategies: What Every Teacher
Should Know. New York: Newbury House Publishers.
Pavel, Thomas G. 1980. "Some Remarks on Narrative Grammars," in Linguistic
Perspectives on Literature, ed. by M. K. L. Ching et al. Taylor &
Francis.
Purba, Deliani. 2008. Improving Students’ Reading Comprehensionthrough
Cooperative Learning. Unpublished Thesis: Unimed.
Reyner, Keith et al. 2001. "How Psychological Science Informs the Teaching of
Reading". Psychological Science in the Public Interest. Boston: Heinle
and Heinle Publishers.
Richards, J. and John Platt.1992. Longman Dictionary of Language Teaching and
Applied Linguistics. Essex: Longman.
Rubin, Joan and Wenden, A. 1987. Learner Strategies in Language Learning.
New Jersey: Prentice Hall.
Saragih, Megawati. 2010. The Effect of Using Reciprocal Teaching Method on
Students’ Reading Comprehension. Unpublished Thesis: Unimed.
Sihaloho, Roberta. 2009 The Effect of Before Reading – Connected While
Reading – After Reading (BCA) Strategy to Improve Students’
Achievement in Reading Text. Unpublised Thesis. Unimed.
Snell, J. 1999. Improving Teacher-Student Interaction in the EFL Classroom: An
Action Research Report. The Internet TESL Journal, Vol. 5, No. 4.
Soejoto, I.S. 2002. Petunjuk Pelaksanaan Proyek Rintisan (Pilot Project)
Peningkatan Pengajaran Bahasa Inggris SLTP Tahun 2002. Jakarta:
Depdiknas.
Stern, H.H.1992. Issues and Options in Language Teaching. Oxford: OUP.
The Internet TESL Journal, Vol. V, No. 12, December 1999)
51
The National Capital Language Resource Center, 2004.Journal for Teaching
English as a Foreign Language, Vol.45 (1).
Wixson. 2001. Second language teaching and learning. Boston: Heinle and
Heinle Publishers.
TEXT ACHIEVEMENT THROUGH
PRE-QUESTIONING STRATEGY
A THESIS
Submitted to the English Department, Faculty of Language and
Arts, State University of Medan, in partial
one of the requirements for degree of
Sarjana Pendidikan
BY:
OKTAVI ANDRIANI PASARIBU
Registration Number. 071222210019
ENGLISH AND LITERATURE DEPARTMENT
LANGUAGES AND ARTS FACULITY
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
Thank’s to Allah for giving, blessing, endless love and mercy, especially in
the process of accomplishing this thesis. This thesis is aimed to fulfill one of the
requirements for the degree of Sarjana Pendidikan (S-1) at the English Department,
faculty of Language and Arts, State University of Medan.
In accomplishing this thesis, the writer was helped by so many beloved
people and the writer would like to express her gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si. as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum. as the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd. as the Head of English Department and as
her thesis advisor, for the advice, guidance, comment, and precious time in
supervising the draft of writing during the completion of this thesis. Rika,
S.Pd, M.Hum. the Secretary of English Department. Dra. Masitowarni
Siregar, M.Ed. the Head of Educational English Program
Drs. Johan Sinulingga, M.Pd. as her Academic Adviser.
Prof. Amrin Saragih, MA. Ph.D. and Dr. Anni Holila Pulungan M. Hum.
As the Reviewer of the thesis.
Her beloved family, her father, H. Ardin Pasaribu S.H., her mother, Dra.
Hj. Nurhayati, her beloved husband, Ahmad Sulaiman Lubis, her beloved
sons, Muhammad Miezza Ramadhan Lubis and Muhammad Hafidz
Nizam Lubis, for the understanding and big support in prayer, love,
motivation and financial while accomplished this thesis.
The writer also would like to thank all the lectures for sharing their knowledge with
her throughout the years at the faculty of Language and Arts. May Allah SWT
blessus. Amin.
Finally, the writer admits that this thesis still far from being perfect.
Therefore, the writer would like to invite the readers to give suggestion for the
improvement of this thesis later on.
Medan,
Agustus 2014
The Writer,
Oktavi Andriani Pasaribu
NIM: 071222210019
ABSTRACT
Andriani, Oktavi Improving Students’ Reading Narrative Text Achievement
through Pre-Questioning Strategy.A Thesis.Faculty of Language and Arts.The
State University of Medan, 2014.
This study deals with the improvement of the students’ reading narrative
text achievement through pre-questioning strategy. This study tries to find out to
what extend using Pre-questioning strategy could improve students’ reading
narrative text achievement. The subject of this research is the grade 8 students of
SMP Negeri 22 Medan. One class out of six classes was taken by using purposes
sampling technique as the subject of the research. The number of the subjects of
the research was 30 students. This thesis applies classroom action research which
is done in two cycles. The instruments for collecting data used quantitative data
(reading test) and qualitative data (observation sheet, interview sheet, and diary
notes). The result of the research shows that the mean of pre-test was 51,33, the
mean of cycle-1 test was 65, and the mean of cycle-2 test was 79,33. Based on the
data above, it can be concluded that Pre-questioning Strategy is significantly
improved students’ achievement in reading narrative text.
Keyword : Narrative Text through pre- questioning strategy.
TABLE OF CONTENTS
ABSTRACT ...............................................................................................................
ACKNOWLEDGEMENT ........................................................................................
TABLE OF CONTENTS .........................................................................................
LIST OF FIGURES ..................................................................................................
LIST OF APPENDIXES ..........................................................................................
Page
i
ii
iv
vi
vii
CHAPTER I INTRODUCTION
A.
B.
C.
D.
E.
The Background of the Study ..............................................
The Problems of the Study ..................................................
The Scope of Study ..............................................................
The Objective of the Study ..................................................
The Significance of the Study..............................................
1
3
3
3
3
CHAPTER II REVIEW OF RELATED LITERATURE
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Theoretical Framework ........................................................
Reading Comprehension ......................................................
Level of Comprehension......................................................
Text and Types of Texts ......................................................
The Principal of Teaching Reading .....................................
Strategy ................................................................................
Kinds of Strategy .................................................................
Pre-Questioning Strategy .....................................................
Pre-Questioning Teaching Procedure ..................................
Relevant Research ...............................................................
Conceptual Framework ........................................................
4
4
7
10
18
20
21
25
28
28
30
CHAPTER III RESEARCH METHODOLOGY
A.
B.
C.
D.
E.
Research Design ..................................................................
Subject of the Study .............................................................
Sources of Data ....................................................................
The Instrument for Collecting the Data ...............................
The Procedure of Data Collection .......................................
1. Cycle I ..............................................................................
2. Cycle II ............................................................................
F. The Scoring System of the Reading Test ............................
G. The Technique and Data Analysis .......................................
32
33
33
33
35
37
38
39
39
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data ...............................................................................
B. Data Analysis .......................................................................
1. Analysis of Quantitative Data .........................................
2. Analysis of Qualitative Data ...........................................
C. Research Finding .................................................................
D. Discussion ............................................................................
41
42
42
44
46
46
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...........................................................................
B. Suggestion............................................................................
REFERENCES
APPENDICES
48
48
LIST OF FIGURE
Table 3.1
The Process of Action Research ........................................................
36
LIST OF APPENDICES
Appendix 1. Lesson Plan (Cycle 1) ............................................................
52
Appendix 2. Lesson Plan (Cycle II) ............................................................
56
Appendix 3. The Observation Sheet for Cycle I ........................................
60
Appendix 4. The Observation Sheet for Cycle II .......................................
62
Appendix 5 Interview Sheet .......................................................................
64
CHAPTER I
INTRODUCTION
A. The Background of the Study
Scientific and technological information written in English are available in
large number nowadays. To access such information, the students need to be able
to read and understand written sources.
Realizing the fact that to be able to access the world’s scientific and
technological information, the teaching of English in Indonesia has been started
by giving much more attention to the implementation of developing reading
comprehension. However, one of the greatest problems is that reading
comprehension of junior, senior, and university students in Indonesia are still poor
(Soejoto, 2002), this indicates that the improvement of the teaching of reading
comprehension is very essential. Consequently, there are several factors affecting
of reading comprehension.
Reading comprehension is the process of constructing meaning from text.
The goal of all reading instruction is ultimately targeted at helping a reader
comprehend text. Reading comprehension involves at least two people: the reader
and the writer. The process of comprehending involves decoding the writer's
words and then using background knowledge to construct an approximate
understanding of the writer's message (Chandavimol, 1998:31-42). Bowen
(1982:74) says that comprehension always attends to what is coded or written in
the text, but it also depends upon the reader's background experiences, purposes,
feelings, and needs of the moment. Wixson (1987: 65) says that reading is the
process of constructing meaning through the dynamic interaction among: (1) the
reader's existing knowledge; (2) the information suggested by the text being read;
and (3) the context of the reading situation.
Therefore, it can be said that reading comprehension has relationship with
the background knowledge of the students. The more he / she has knowledge
about what he / she is reading, the better he / she comprehend what the text is
about.
Similarly, Klinger, Vaugh, and Boardman (2007:226) say that the students
need to be engaged with what they are reading. One of the strategies is through
prediction. Therefore teacher should lead students to predict what the text is about
before they read the text. In order to lead the students to make prediction, teacher
can give them pre-questioning.
During her teaching practice, the writer found out that the majority of the
students of SMP Negeri 22 Medan had difficulty in reading narrative text. The
score of KKM was 75. 75% of the students got under this score.
In line with this study, the writer thinks that students may improve their
reading comprehension if they know about pre-questioning and it is very
important to understand about pre-questioning in order to get good comprehension
in reading.
Based on the explanation above, the writer is interested in finding out the
improving students’ reading comprehension in reading English narrative text
through pre-questioning strategy. The writer believes that this strategy tends to
build the students’ interest and motivation to read the text.
B. The Problem of the Study
Based on the background of study above, the problem of the study is as
follows: “Is the students’ reading narrative text
achievement improved
significantly by using the pre-questioning strategy?”
C. The Objective of the Study
The objective of the study is to investigate if the use of pre-questioning
strategy improves the students’ reading narrative text achievement significantly.
D. The Scope of the Study
In relation to the reading comprehension, there are three level of
comprehension, namely: literal, inferential, and evaluation comprehension. This
study focuses on the grade 8 students of SMP Negeri 22 Medan in reading
narrative text through pre-questioning strategy at the level of literal
comprehension.
a. The Significance of the Study
The study is expected to have both theoretically and practically
contributions.
(1) Theoretically, to help teacher/researcher to find out alternative way of
teaching reading.
(2) Practically, it can be used as a model to improve the students’ reading
narrative text through pre-questioning strategy.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Related to the problem of the thesis, and based on the result of the study,
the conclusions are drawn as follows:
1. There is an improvement of students’ reading narrative text which was
taught by using pre-questioning strategy. It was showed by the mean of the
students’ pre-test (51,33), cycle-1 test (65) and cycle-2 test (79,33).
2. The students felt more enjoyable and interested in learning reading
narrative text by using pre-questioning strategy. It was showed by their
enthusiasm in reading narrative text in two cycles and their respond while
they were asked about pre-questioning strategy.
B. Suggestions
Related to the conclusions above, some suggestions are pointed out as
follows:
1. It is suggested that English teachers use Pre-Questioning strategy in class
action research so that they can improve their students’ reading text.
2. It is suggested that the students apply Pre-Questioning strategy while
reading so they can focus their attention to the reading to get what the text
is about.
48
49
REFERENCES
Anderson, R. 2002. Teaching English as an International Language: Rethinking
Goals and Approaches. Oxford: University Press.
Bowen, B., M. 1982. Look here! Visual Aids in Language Teaching. London:
Macmillan.
Brown, J.D. 2001. Understanding Research in Second Language Learning: A
Teacher’s Guide to Statistic and Research Design. New York:
Cambridge University Press.
Carnine, D. Et. al. 1990. Direct Instruction Reading. Ohio: Merrill Publishing Co.
Carrell, P. L., Devine, J., and Eskey, D., E. 1988. Interactive Approaches to
Second Language Reading. Cambridge: CPU.
Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of English.
Cambridge Univ. Press.
Chandavimol, M. (1998). Reading Comprehension: An Active Engagement or a
Passive Experience..Forum, 38 )1): 28 – 35.
Faerch, Claus and G. Casper. 1983. Strategies in Interlanguage Communication.
London: Longman.
Glaser. Rosemarie 1986. "A Plea for Phraseo-Stylistics," in Linguistics Across
Historical and Geographical Boundaries, ed. by Dieter Kastovsky and
A. J. Szwedek. Walter de Gruyter.
Graves, M., F., Watts, S., M., and Graves, B., B. 1994. Essentials of Classroom
Teaching Elementary Reading Methods. U.S.A.: Allyn and Bacon.
Harmer, Jeremy. 2003. The Practice of English Language Teaching. Cambridge:
Longman.
Ignacio. 2011. Cohesion and the Teaching of EFLReading. Forum, 31 (2): 12 –
21.
Kemmis, S. & McTaggart, R. 1992. The Action Research Planner. Victoria:
Deaken University Press.
Klinger, Vaugh, and Boardman (2007:226)
Lunsford, A. A. 2001. The Everyday Writer. Boston: Stanford University.
50
Mintzberg, Henry .2004.Managers, not MBAs: a hard look at the soft practice of
managing and management development, Berrett-Koehler. Jersey:
Prentice Hall.
Nugent, Glenda, Sakil Malik, Sandra Hollingworth. 2012. A Practical Guide to
Action Research for Literacy Educators. Washington. D.C.: International
Reading Association.
Oxford, Rebecca.1990. Language Learning Strategies: What Every Teacher
Should Know. New York: Newbury House Publishers.
Pavel, Thomas G. 1980. "Some Remarks on Narrative Grammars," in Linguistic
Perspectives on Literature, ed. by M. K. L. Ching et al. Taylor &
Francis.
Purba, Deliani. 2008. Improving Students’ Reading Comprehensionthrough
Cooperative Learning. Unpublished Thesis: Unimed.
Reyner, Keith et al. 2001. "How Psychological Science Informs the Teaching of
Reading". Psychological Science in the Public Interest. Boston: Heinle
and Heinle Publishers.
Richards, J. and John Platt.1992. Longman Dictionary of Language Teaching and
Applied Linguistics. Essex: Longman.
Rubin, Joan and Wenden, A. 1987. Learner Strategies in Language Learning.
New Jersey: Prentice Hall.
Saragih, Megawati. 2010. The Effect of Using Reciprocal Teaching Method on
Students’ Reading Comprehension. Unpublished Thesis: Unimed.
Sihaloho, Roberta. 2009 The Effect of Before Reading – Connected While
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