S ING 1002705 Bibliography
58
REFERENCES
Allan, J., Ellis, S., & Pearson, C. (2005). Literature circles, gender, and reading
for enjoyment. University of Strathclyde. United Kingdom: UK. Retrieved
from www.scotland.gov.uk/Resource/Doc/930/0021345.pdf
Alwasilah, C., & Suzzana, S. (2007). Pokoknya menulis. Bandung. Kiblat Buku
Utama.
Anderson, M. (2012). Reader response theories and life narrative (Master’s
Thesis, Athabasca University, Alberta, Canada). Retrieved From
http://dtpr.lib.athabascau.ca/action/download.php?filename=mais/marylan
dersonproject.pdf
Bleach, R. (1993). A teacher's introduction to reader-response theories. [e-book].
National Council of Teachers of English. United States of America: USA.
Retrieved from http://files.eric.ed.gov/fulltext/ED355523.pdf
Bressler, C. (2007). Literary Criticism: An Introduction to Theory and Practice
(4thed). New Jersey: Pearson Education Inc.
Bricki, N and Green, J. (2009). A Guide to Using Qualitative Research
Methodology. [e-book]. MSF OCA and Senior Lecturer in Sociology.
Retrieved from http://fieldresearch.msf.org/msf/handle/10144/84230
Bimbingan Minat Baca dan Belajar Anak. (2013). Kenapa minat baca di
Indonesia Rendah?. Retrieved from http://www.bimba-aiueo.com/kenapaminat-baca-di-indonesia-rendah/
Carnin, D W., Silbert, J., & Kame’enui, J. (2014). Reading development: Chall’s
model. Retrieved from http://www.education.com/reference/article/Challmodel-reading-development/
Chen, E., & Chi-Fen. (2009). Children’s literature. National Kaohsiung First
University of Science and Technology, Taiwan. Retrieved from
http://www2.nkfust.edu.tw/~emchen/CLit/teach_reader-centered.htm
Chen, S., & Lu, L. (n.d.). The avid adolescent reader revisited: Gender differences
and their association with family factors. Reading Improvement, 153-167
Retrieved from http://web.ba.ntu.edu.tw/luolu/RI%20201212.pdf
Church, G. (1997). The Significance of Louise Rosenblatt on the Field of
Teaching Literature. Retrieved from
http://www.vccaedu.org/inquiry/inquiry-spring97/i11chur.html
Rizka Rizlia, 2015
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
59
Churiyah, Y. (n.d.). Komunikasi Lisan dan Tertulis. Universitas Pendidikan
Indonesia, Bandung, Indonesia. Retrieved from
http://file.upi.edu/Direktori/DUALMODES/PENDIDIKAN_BAHASA_DAN_SASTRA_INDONESIA_DI_
SEKOLAH_DASAR_KELAS_RENDAH/BBM_1.pdf
Creswell, J, W. (2012). Educational research: Planning, conducting and
evaluating quantitative and qualitative research. [e-book]. Boston:
Pearson Education. Retrieved From
http://basu.nahad.ir/uploads/creswell.pdf
Eliot, S., & Owens W. (1998). A handbook to litearry research. London:
Routledge.
Huck, C., & Kiefer, B. (2004). Children’s literature in the elementary school (8th
ed.). New York, NY: The McGraw-Hill Companies.
Howson, E. W. (2007). A content analysis on the meaning of disenchantment in
fairy tales (Master’s Thesis, University of North California, Chappel Hill,
California). Retrieved from http://ils.unc.edu/MSpapers/3333.pdf
Jones, S. S. (2002). The Fairy Tale. New York, NY: Routledge.
Kennedy, E. (2015). Resources for Reluctant Readers. Retrieved from
http://childrensbooks.about.com/cs/reluctantreaders/a/reluctantreader.htm
Koeswandi, T. (2014). Middle school readers’ meaning making on jeff kinney’s
diary of wimpy kid (Undergraduate Thesis). Indonesia University of
Education, Bandung, Indonesia.
Kriswanto, A. (2012). Students’ responses to judy blume’s iggie’s house
(Undergraduate Thesis). Indonesia University of Education, Bandung,
Indonesia.
Kronborg, D, R. (2009). Are Fairy Tale only Children’s Stories?: A discussion of
the use of fairy tales as literary genre. Sigillum Universitatis Islandiae,
Reykjavík, Iceland. Retrieved from
http://skemman.is/stream/get/1946/3301/10380/1/Ditte_Kronborg_fixed.p
df
Kumar, R. (2014). Research Methodology. London, UK: SAGE Publication Inc.
Logsdon, A. (2013). Top 5 ways to motivate your child to read. Retrieved from
http://learningdisabilities.about.com/od/instructionalmaterials/tp/encourag
ereadin.htm
Magoulick, M. (2014). Folklore Connection. Retrieved from
https://faculty.gcsu.edu/custom-website/mary-magoulick/fairy_tales.htm
Rizka Rizlia, 2015
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
60
McKool, S. S. (n.d). Factors that influence the decision to read: An investigation
of fifth grade students’ out-of school reading habits, 44(3), 111-131.
Retrieved from http://www.dcslob.nl/portfolio/file.php?id=738
Morrow, L. M., & Temlock-Fields, J. (2004). Use of literature in the home and at
school. [e-book]. United Kingdom, UK: Routledge.
Milner, S, C. (1982). Effects of a curriculum intervention program using fairy
tales on preschool children's empathy level, reading readiness, oral
language development and concept of a story. (Doctoral Dissertation,
University of Florida, Florida: FL). Retrieved from
http://ufdcimages.uflib.ufl.edu/UF/00/09/90/87/00001/effectsofcurricu00m
iln.pdf
Orde, H. (2013). Children Need Fairy Tales. Retrieved from http://www.bronline.de/jugend/izi/english/publication/televizion/26-2013E/vomOrde_bettelheim_engl.pdf
Piaget, J. (2002). The language and thought of the child. New York, NY:
Routledge.
Princess Treasury. (2013). Jakarta: PT Gramedia Pustaka Utama.
Resmini, N. Kemampuan berbicara: Konsep dan teori. (n.d.). Universitas
Pendidikan Indonesia, Bandung, Indonesia. Retrieved from
http://file.upi.edu/Direktori/FPBS/JUR._PEND._BHS._DAN_SASTRA_I
NDONESIA/196711031993032NOVI_RESMINI/SRATEGI_MENINGKATKAN_KEMAMPUAN____B
ERBICARA.pdf
Richardson, P., & Eccles J. (2007). Rewards of reading: Toward the development
of possible selves and identities. International Journal of Education
Research, 46(6), 341–356. doi: 10.1016/j.ijer.2007.06.002
Robinson, H. M. (1973). Research related to children’s interests and to
developmental values of reading. Library Trends, 22(2), 81-108. Retrieved
from
https://www.ideals.illinois.edu/bitstream/handle/2142/6719/librarytrendsv
22i2c_opt.pdf?sequence=1
Satria, W. (2013). Putri Salju dan Tujuh Kurcaci. Yogyakarta: Cabe Rawit.
Sipe, L. (n.d). Young children’s responses to picture storybooks: Five types of
literary understanding. University of Pennsylvania, Philadelphia: PA.
Retrieved from
http://literatura.gretel.cat/sites/default/files/barcelona_lecture.pdf
Rizka Rizlia, 2015
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
61
Sipe, L. (n.d). Picturebooks as aesthetic objects. Literacy Teaching and Learning,
6(1), 23-42. Retrieved from
www.earlyliteracyinfo.com/documents/pdf/doc_89.pdf
Sipe, L. (2002). Talking back and taking over: Young children’s expressive
engagement during storybook read-alouds. International Reading
Association, 55(5), 476-483. Retrieved from
http://www.jstor.org/stable/20205086
Sipe, L. (2008). Storytime: Young children's literary understanding in the
classroom. Ney York, NY: Teachers College Press.
Snowball, C. (2005). Teenage reluctant readers and graphic novels. Young Adult
Library Services, 3(4), 43-45. Retrieved from
http://yaworkshop.tripod.com/sitebuildercontent/sitebuilderfiles/graphic2.
pdf
Snow White and the Seven Dwarves. (2014). London, UK: Alligator Publishing
Ltd
Taylor, E. K. (2000). Using folktales. Cambridge, MA: Cambridge University
Press.
Tomblinson, A. (2004). Reluctant readers and the power of real reading.
Language Arts Journal of Michigan, 20(2), 13-18. doi: 10.9707/2168149X.1226
Wolvin, A. D. (2009). Listening, understanding, and misunderstanding. 21st
century communication: A reference handbook. SAGE Reference Online.
Retrieved from
http://www.sagepub.com/edwards/study/materials/reference/77593_5.1ref.
pdf
Rizka Rizlia, 2015
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Allan, J., Ellis, S., & Pearson, C. (2005). Literature circles, gender, and reading
for enjoyment. University of Strathclyde. United Kingdom: UK. Retrieved
from www.scotland.gov.uk/Resource/Doc/930/0021345.pdf
Alwasilah, C., & Suzzana, S. (2007). Pokoknya menulis. Bandung. Kiblat Buku
Utama.
Anderson, M. (2012). Reader response theories and life narrative (Master’s
Thesis, Athabasca University, Alberta, Canada). Retrieved From
http://dtpr.lib.athabascau.ca/action/download.php?filename=mais/marylan
dersonproject.pdf
Bleach, R. (1993). A teacher's introduction to reader-response theories. [e-book].
National Council of Teachers of English. United States of America: USA.
Retrieved from http://files.eric.ed.gov/fulltext/ED355523.pdf
Bressler, C. (2007). Literary Criticism: An Introduction to Theory and Practice
(4thed). New Jersey: Pearson Education Inc.
Bricki, N and Green, J. (2009). A Guide to Using Qualitative Research
Methodology. [e-book]. MSF OCA and Senior Lecturer in Sociology.
Retrieved from http://fieldresearch.msf.org/msf/handle/10144/84230
Bimbingan Minat Baca dan Belajar Anak. (2013). Kenapa minat baca di
Indonesia Rendah?. Retrieved from http://www.bimba-aiueo.com/kenapaminat-baca-di-indonesia-rendah/
Carnin, D W., Silbert, J., & Kame’enui, J. (2014). Reading development: Chall’s
model. Retrieved from http://www.education.com/reference/article/Challmodel-reading-development/
Chen, E., & Chi-Fen. (2009). Children’s literature. National Kaohsiung First
University of Science and Technology, Taiwan. Retrieved from
http://www2.nkfust.edu.tw/~emchen/CLit/teach_reader-centered.htm
Chen, S., & Lu, L. (n.d.). The avid adolescent reader revisited: Gender differences
and their association with family factors. Reading Improvement, 153-167
Retrieved from http://web.ba.ntu.edu.tw/luolu/RI%20201212.pdf
Church, G. (1997). The Significance of Louise Rosenblatt on the Field of
Teaching Literature. Retrieved from
http://www.vccaedu.org/inquiry/inquiry-spring97/i11chur.html
Rizka Rizlia, 2015
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
59
Churiyah, Y. (n.d.). Komunikasi Lisan dan Tertulis. Universitas Pendidikan
Indonesia, Bandung, Indonesia. Retrieved from
http://file.upi.edu/Direktori/DUALMODES/PENDIDIKAN_BAHASA_DAN_SASTRA_INDONESIA_DI_
SEKOLAH_DASAR_KELAS_RENDAH/BBM_1.pdf
Creswell, J, W. (2012). Educational research: Planning, conducting and
evaluating quantitative and qualitative research. [e-book]. Boston:
Pearson Education. Retrieved From
http://basu.nahad.ir/uploads/creswell.pdf
Eliot, S., & Owens W. (1998). A handbook to litearry research. London:
Routledge.
Huck, C., & Kiefer, B. (2004). Children’s literature in the elementary school (8th
ed.). New York, NY: The McGraw-Hill Companies.
Howson, E. W. (2007). A content analysis on the meaning of disenchantment in
fairy tales (Master’s Thesis, University of North California, Chappel Hill,
California). Retrieved from http://ils.unc.edu/MSpapers/3333.pdf
Jones, S. S. (2002). The Fairy Tale. New York, NY: Routledge.
Kennedy, E. (2015). Resources for Reluctant Readers. Retrieved from
http://childrensbooks.about.com/cs/reluctantreaders/a/reluctantreader.htm
Koeswandi, T. (2014). Middle school readers’ meaning making on jeff kinney’s
diary of wimpy kid (Undergraduate Thesis). Indonesia University of
Education, Bandung, Indonesia.
Kriswanto, A. (2012). Students’ responses to judy blume’s iggie’s house
(Undergraduate Thesis). Indonesia University of Education, Bandung,
Indonesia.
Kronborg, D, R. (2009). Are Fairy Tale only Children’s Stories?: A discussion of
the use of fairy tales as literary genre. Sigillum Universitatis Islandiae,
Reykjavík, Iceland. Retrieved from
http://skemman.is/stream/get/1946/3301/10380/1/Ditte_Kronborg_fixed.p
df
Kumar, R. (2014). Research Methodology. London, UK: SAGE Publication Inc.
Logsdon, A. (2013). Top 5 ways to motivate your child to read. Retrieved from
http://learningdisabilities.about.com/od/instructionalmaterials/tp/encourag
ereadin.htm
Magoulick, M. (2014). Folklore Connection. Retrieved from
https://faculty.gcsu.edu/custom-website/mary-magoulick/fairy_tales.htm
Rizka Rizlia, 2015
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
60
McKool, S. S. (n.d). Factors that influence the decision to read: An investigation
of fifth grade students’ out-of school reading habits, 44(3), 111-131.
Retrieved from http://www.dcslob.nl/portfolio/file.php?id=738
Morrow, L. M., & Temlock-Fields, J. (2004). Use of literature in the home and at
school. [e-book]. United Kingdom, UK: Routledge.
Milner, S, C. (1982). Effects of a curriculum intervention program using fairy
tales on preschool children's empathy level, reading readiness, oral
language development and concept of a story. (Doctoral Dissertation,
University of Florida, Florida: FL). Retrieved from
http://ufdcimages.uflib.ufl.edu/UF/00/09/90/87/00001/effectsofcurricu00m
iln.pdf
Orde, H. (2013). Children Need Fairy Tales. Retrieved from http://www.bronline.de/jugend/izi/english/publication/televizion/26-2013E/vomOrde_bettelheim_engl.pdf
Piaget, J. (2002). The language and thought of the child. New York, NY:
Routledge.
Princess Treasury. (2013). Jakarta: PT Gramedia Pustaka Utama.
Resmini, N. Kemampuan berbicara: Konsep dan teori. (n.d.). Universitas
Pendidikan Indonesia, Bandung, Indonesia. Retrieved from
http://file.upi.edu/Direktori/FPBS/JUR._PEND._BHS._DAN_SASTRA_I
NDONESIA/196711031993032NOVI_RESMINI/SRATEGI_MENINGKATKAN_KEMAMPUAN____B
ERBICARA.pdf
Richardson, P., & Eccles J. (2007). Rewards of reading: Toward the development
of possible selves and identities. International Journal of Education
Research, 46(6), 341–356. doi: 10.1016/j.ijer.2007.06.002
Robinson, H. M. (1973). Research related to children’s interests and to
developmental values of reading. Library Trends, 22(2), 81-108. Retrieved
from
https://www.ideals.illinois.edu/bitstream/handle/2142/6719/librarytrendsv
22i2c_opt.pdf?sequence=1
Satria, W. (2013). Putri Salju dan Tujuh Kurcaci. Yogyakarta: Cabe Rawit.
Sipe, L. (n.d). Young children’s responses to picture storybooks: Five types of
literary understanding. University of Pennsylvania, Philadelphia: PA.
Retrieved from
http://literatura.gretel.cat/sites/default/files/barcelona_lecture.pdf
Rizka Rizlia, 2015
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
61
Sipe, L. (n.d). Picturebooks as aesthetic objects. Literacy Teaching and Learning,
6(1), 23-42. Retrieved from
www.earlyliteracyinfo.com/documents/pdf/doc_89.pdf
Sipe, L. (2002). Talking back and taking over: Young children’s expressive
engagement during storybook read-alouds. International Reading
Association, 55(5), 476-483. Retrieved from
http://www.jstor.org/stable/20205086
Sipe, L. (2008). Storytime: Young children's literary understanding in the
classroom. Ney York, NY: Teachers College Press.
Snowball, C. (2005). Teenage reluctant readers and graphic novels. Young Adult
Library Services, 3(4), 43-45. Retrieved from
http://yaworkshop.tripod.com/sitebuildercontent/sitebuilderfiles/graphic2.
Snow White and the Seven Dwarves. (2014). London, UK: Alligator Publishing
Ltd
Taylor, E. K. (2000). Using folktales. Cambridge, MA: Cambridge University
Press.
Tomblinson, A. (2004). Reluctant readers and the power of real reading.
Language Arts Journal of Michigan, 20(2), 13-18. doi: 10.9707/2168149X.1226
Wolvin, A. D. (2009). Listening, understanding, and misunderstanding. 21st
century communication: A reference handbook. SAGE Reference Online.
Retrieved from
http://www.sagepub.com/edwards/study/materials/reference/77593_5.1ref.
Rizka Rizlia, 2015
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu