The effect of teaching programs based on learning styles on the students achievement in writing.

CHAPTER I INTRODUCTION

This chapter presents introduction. Section 1.1 presents background of the study. Section 1.2 scope of the study. Section 1.3 presents statements of the problems. Section 1.4 presents purposes of the study. Section 1.5 presents significance of the study. Finally, section 1.6 presents organization of the thesis.

1.1 Background of the Study

As one of the four skills, reading plays an important role in enhancing students’ English ability. More importantly reading functions as a tool to accessing information to the worldwide web. Reading widely is a highly effective means of extending our command of language, so it has important place in classrooms where language learning is central purpose (Nutall, 2000). However, according to McLaughlin (in Celce-Murcia, 1991) reading is the most complex and difficult skill students should master at school. In fact, the students does complex interactive processes in reading.

In secondary school reading skill is still given a first priority. The objective of teaching is the development of communicative ability in English embracing four language skills (reading, writing, listening, and speaking) with an emphasis on reading ability. The order of language skills to be taught has been changed from reading, listening, writing, and speaking to reading, listening, speaking, and writing. (Huda, 1999).

able to use language for daily needs such as reading newspaper; at informational level, people can access knowledge with their language; while at epistemic level, people can transform knowledge to a certain language.

For secondary school (SMP) graduates, its curriculum (Depdiknas, 2004) targets the students at the second level that is functional level. At this level, regarding reading skill students are demanded to understand various meanings (interpersonal, ideational, textual meanings) in various interactive written texts. In fact, students’ reading skill still shows unsatisfactory yet. It can be seen from their final results of exam which are still far from the targeted passing grade. Yet the teaching of English in Indonesia in general and in secondary schools in particular is not successful (Huda, 1999). Moreover the government has issued the passing grade for students to be achieved. The passing grade covers some lessons including English with minimal score not lower than 4.26 for each lesson. This policy is of great concern not only for teachers and students but also parents.

The present study tries to investigate problems faced by teacher and students on teaching and learning reading comprehension through interactive read-aloud. Reasons for choosing this kind of technique, among other things, are that this technique has been documented many times effective to boost students’ reading comprehension (Krashen & Trelease in Herrel and Jordan, 2004:27) and it allows teachers to validate their teaching reading strategy in support of their students. Hopefully this study can contribute and support teachers in meeting some of the more daunting challenges of teaching reading.

1.2 Scope of the Study

This study focused on teaching to develop the students’ reading comprehension of Junior high school. Some alternative techniques would be very possible to be applied in the teaching for better improvement. One of them is an interactive read-aloud. Interactive read-aloud provides students with examples of what good readers do. It also enables the students to share their understanding and vocabulary that help them strengthen their linguistic abilities.

1.3 Purposes of the Study

The purpose of this study is to portray and document the typical problems and development of the year-two students at SMP Negeri I Bandar Mataram in Central Lampung by providing at least eight treatments focusing on improving the students’ reading comprehension. The purpose could be translated into these specific objectives: 1. To find whether an interactive read-aloud can improve the reading ability of the year- two students of SMPN I Bandar Mataram.

2. To investigate problems the teacher faces in teaching reading through interactive read aloud.

3. To explore problems the year-two students of SMP Negeri I Bandar Mataram face in reading comprehension.

1.4 Significance of the study

enlighten and enrich English teachers with varying teaching reading strategies. As for students, whose teacher applies the technique suggested in this study, this study is expected to give them opportunity to demonstrate their growing skills in authentic tasks and in a no stressful environment. Students can also actively engage in the classroom activities. Finally, the findings of this study may inspire other researchers to conduct research on other issues in teaching reading.

1.5 Organization of the Thesis

This thesis consists of five chapters. Chapter one presents the introduction. Chapter two presents review of related literature. Chapter three elaborates the methodology of the research. Chapter four presents the discussion of the research findings, and chapter five draws the conclusions and offers suggestions.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methodology of this study that incorporates the research approach, model of the study, procedure of the study, location and subjects, time allocation of the study, research instruments. Data analysis, validity and reliability are also presented.

3.1 Research Problem

Regarding the mounting concern towards reading instruction, problem faced by either teacher or students related to teaching and reading comprehension inevitably needs solution. Therefore, in this study the problem is further formulated in the following questions:

1. Can the interactive read-aloud improve the reading comprehension ability of year-two students of SMPN Bandar Mataram?

2. What problems does the teacher face in teaching reading through interactive read-aloud?

3. What problems do the year-two students of SMPN Bandar Mataram face in reading comprehension through interactive read-aloud?

3.2 Research Design

This study employed an action research as its basic design. This strategy basically is a way of reflecting on teaching. It is done by systematically collecting data on everyday practice and analyzing it in order to come to some decisions about what future practice should be (Wallace, 1998:4). An action research aims to improve practical judgment in concrete situations and in helping people to function more intelligently and skillfully (Burns, 1994:294). Action research as one of qualitative studies is chosen by the researcher here with the reason that qualitative approach has strength in revealing phenomena in more detailed way so that enlightenment is gained (Alwasilah, 2002).

The main characteristic of action research is the spiral cycles consisting of planning, acting, observing, and reflecting (Suyanto, 2002). The spiral cycle consists of problem identification, systematic data collection, analysis, and finally, problem redefinition. In short, the cycle consists of diagnostic and therapeutic stages.

According to Elliot (1991) there are two reasons using an action research in this study. First, action research is a method and process to bridge between theory and practice. Second, it can analyse problems practically, situationally, contextually and aims at determining right solutions to overcome the problems. In addition Wiriaatmadja (2005) states that action research aims at changing image and improving teachers’ professionalism. As well the main characteristic of an action research is collaboration between the researcher and the teachers. The cycles of action research could be illustrated as a set of activities as depicted in figure 3.1.

Cycle 1

Cycle 2

Cycle 3

Figure 3.1 Cycles of Action Research

Each cycle consisted of four steps namely planning, acting, observing, and reflecting. The cycles illustrated above can be done repeatedly until the researcher gets the real picture of the study.

For the sake of clarity and fuller description about the study, the framework of the research is displayed in figure 3.2.

Plan Reflect

Observe Act

Reflect

Observe Act

Plan

Reflect

Observe Act

Preparation

The body of the study

Figure 3.2 Model of the Study

Tentative plan was constructed by collecting data from a preliminary study. The preliminary study was aimed at identifying problems found in classroom practices with respect to students’ problems in reading comprehension. The data of the preliminary study was gained through observation and interview. A test was also tried out to see its validity.

Collecting data to find Students’ problems in reading textbooks through a preliminary study

Pre-designing the study

Finding out stakeholders’ perceived problems in reading texts triangulated with the result of preliminary study

Revising the pre-design study and planning the first treatment Treatment

Evaluating the result

Planning the second treatment Treatment

Evaluating the result

Planning the third treatment Treatment

Evaluating the result

Analyzing the progress of each students and conclusion

D A T A A N A L Y S

The data from the preliminary study were analyzed. The result then was of great importance to plan and design the treatment of cycle 1.

Before the cycle 1 was conducted, a pre test was administered to see students’ reading proficiency. After the first cycle had been done, the teacher, the researcher and the collaborators discussed what would be done for the next cycle. The last cycle would be decided if the solution had already been satisfactory. However, it is very possible for the researcher to add or change the treatment if the treatment is considered not effective. The researcher, therefore, administered a post-test to see, if any, improvement occurred in students’ reading proficiency. The results of pre test and post-test were compared to find out whether the chosen treatment was effective.

3.3 Data Collection

3.3.1 Location and Participants

The subjects of this study were the students of the eighth grade (grade B) of SMPN I Bandar Mataram. The reason of choosing those subjects was that they had already passed the transitional period of moving from elementary school level. Thus, the students are already at the stable stage to be taken as subjects. In addition, the teacher was a curriculum implementer.

The study was carried out at SMPN I Bandar Mataram, in central Lampung. This school was chosen as the place of the study mainly because according to preliminary study both teacher and students faced problems in teaching and learning reading. The problems were mainly related to reading comprehension.

3.3.2 Time Allocation

This study was started from the first semester of new academic year, on the third week of January 2006. The more detail description of time allocation of the study can be seen in table 3.1.

Table 3.1 Research Agenda

No Activity December January February March

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 Permission to the stakeholders 2 Preliminary study 3 Pre test 4 Cycle 1 5 Cycle 2 6 Cycle 3 7 Cycle 4 8 Post test

3.3.3 Procedures 3.3.3.1 Observation

The observation was done in order to see the ongoing process in the classrooms. The researcher utilized structured observation and unstructured observation. The verbal communication was audio-recorded while non-verbal communications were jotted down in the field notes.

3.3.3.2 Interviews

The researcher employed unstructured interview, open-ended questions. The interviews were addressed to both teacher and students. The interviews were audio-recorded and then transcribed.

3.3.3.3 Documents

In his study, the teachers’ lesson plans and the teaching materials used by the teachers were regarded as the documents.

3.3.3. 4 Teachers conference

Discussion among teachers involved in this study to find solution towards problems found in each cycle was regarded as data collection as well.

3.3.3.5 Developing teaching Aids

Authentic reading materials were retyped in a computer, the pictures were scanned using a scanner. Then hands-on containing the reading texts and pictures were distributed to the students.

3.3.3.6 Pretest, each -cycle test, and Posttest

Pretest was done in the beginning of this study in order to find the students’ prior skill in reading comprehension. Each-cycle test was done at the end of each cycle to see the students’ reading comprehension right after the treatment. Posttest was administered in the end of this study to see the students’ improvement of their reading comprehension skill after the whole treatment.

3.4 Data Analysis 1. Developing Categories

The data in this study was obtained from audio-tape recordings, field notes, and interviews. Then the verbal interaction in the audio recording was transcribed with the help of the field notes. After that, the data were organized and classified.

2. Analysis after data collection

Besides the analysis conducted during the data collection phase, an overall analysis was conducted after the data were considered to be exhaustive. This analysis involved revision and expansion of whatever was noted down during the data collection phase.

3. Pretest and posttest data analysis

To see whether the treatment did have an effect on performance in these data, and to see whether students’ score differed significantly from pretest to posttest, the following paired t-test formula was used:

D

s X X t= 1− 2

The formula for s_D was as follows:

n s s D

D=

To find s the following formula was used: _D

1 ) )( : 1 ( 2 2 − − =

∑

∑

n D n D s_D

Then, the standard error of differences between the two means were calculated using the following formula: n s s D D =

To check the difference between the two means in order to find our observed t value, the following formula was used:

D obs

s X X t = 1− 2

Then the result of t_obs calculation was compared with t distribution table (see in

appendix) at level .05 (Lazaraton and Hatch, 1991:288). As well the SPSS program was used in order to gain an accurate calculation.

3.5 Validity and Reliability

In order to contribute knowledge that was believable and trustworthy, triangulation, member checks, and long-term observation were carried out to ensure the internal validity. Besides triangulating the data by using multiple methods of data collection and analysis, a description about the phenomenon under study was carried out to maintain the external validity of the findings.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two sections: First, the conclusions of the research conducted based on the research questions as raised and explained in the first chapter. Second, the suggestions addressed to English teachers, headmasters and the researchers who are interested in doing further research on teaching reading.

5.1 Conclusions

Considering that the present study has been completed, three major conclusions related to the research questions raised in the first chapter can be drawn. The first research question concerns the improvements of the students’ reading comprehension using interactive read-aloud strategy. It was found that the students’ reading comprehension activities improved in four areas, i.e. test results, meaning construction, motivation, and word definition.

The second research question concerns the teacher’s problems in teaching reading through interactive read-aloud. It was found that the teacher’s problems stemmed from six areas, i.e. psychological block, explaining words, question use, guiding, giving motivation, and controlling.

The third research question concerns the students’ problems in reading comprehension through interactive read-aloud. It was found that the students’ problems stemmed from seven areas, i.e. motivation, semantic miscue, oral skill, syntactic miscue, graphophonic miscue, drawing activity, and interpersonal problem.

It can further be mentioned that interactive read-aloud is effective in supporting comprehension and vocabulary development. Besides, English learners are supported in refining their reading and speaking skills.

The discussion of characters, setting, and description that is involved in interactive read-aloud provides shared understanding and vocabulary that helps English language learners stretch their linguistic abilities. It seems that students who frequently listen to books read aloud have a more extensive vocabulary than those who do not.

In addition, the application of interactive read-aloud needs adjustments. The adjustments are related to the teacher’s teaching and the students’ reading comprehension abilities. The teacher’s ability refers to the ability to explain new vocabulary to the students. The teacher should choose new vocabularies that are at the level of his ability to explain. Meanwhile, for the students, the reading material and tasks assigned should be at the level of their capacity. Therefore, reflection is very essential element in order to find the right adjustment either to the teacher or the students.

5.2 Suggestion

Based on the research findings, some suggestions will be directed toward the English teachers, headmasters, and other researchers.

First, English teachers must keep them abreast of teaching trends and issues. One of ways is by implementing interactive read-aloud to improve students’ reading comprehension. With this strategy, English teacher can maintain learner interest and motivation. This is not to say that teacher should stop using other strategies like buttom

suggest that judicious use of a combination of both such strategies and the strategy proposed in this study is desirable. Such a combination can help learners develop more efficient reading skills and ensure that any potential gains are not hampered by every teacher’s enemy-monotony. The English teachers should always reflect and evaluate the teaching-learning process, and feel the changes happened both positively and negatively. Teachers should be more creative in making teaching process interesting and challenging for students.

Second, to headmasters, it is better if the headmaster always monitor the problems occurred in the classroom, or in general. The headmasters should give motivation and support to the teachers on effort, and creativity to solve the problems. It is hoped that the headmasters’ policy will best fit to the teacher’s and students’ needs.

Third, to other researchers who are intended to conduct research in teaching reading comprehension, this study hopefully can give contribution. The fact many junior high school students still have problems in their reading comprehension. Therefore, it is suggested that other research focus on teaching reading comprehension in ways that enhance students’ reading comprehension. By doing so, it is hoped that the results of the study can enrich and update English teachers with varying teaching strategies.

BIBLIOGRAPHY

Alderson, J. Charles. 2003. Assessing Reading. Cambridge: Cambridge University Press.

Alwasilah, A. Chaedar.2002. Pokoknya Kualitatif: dasar-dasar merancang dan melakukan

penelitian kualitatif. Jakarta: Pustaka Jaya.

Amato, Richard. 1988. Making It Happen: interaction in the second language classroom. London: Macmillan Publishers Ltd.

Anderson, Neil.1999. Exploring Second Language Reading: issues and strategies. Canada: Heinle &Heinle Publishers.

Bernhardt, E. 1991. Reading Development in a Second Language: theoretical, empirical, and

classroom perspectives. Norwood, NJ: Ablex.

Burns, Robert. 1994. Introduction to Research Methods (2nd edition). Melbourne: Longman. Calkins, Lucy McCormick.2001. The Art of Teaching Reading. United States: Addison-Wesley

Educational Publishers Inc.

Celce-Murcia M. 1991. Teaching English as a Second or Foreign Language. 2nd edition.

Boston: Heinle & Heinle Publishers.

_____________. 2002. Teaching English as a Second or Foreign Language. Third Edition. Boston: Heinle & Heinle Publishers.

Depdiknas. 2003. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris;

sekolah menengah pertama dan madrasah tsanawiyah. Jakarta: Depdiknas.

Elliot, J. 1991. Action Research for Educational Change. New York: Routledge.

Grabe, W. 1991. Current Development in Second Language Reading Research. TESOL Quaterly.

Huda, Nuril. 1999. Language Learning and Teaching; issues and trends. Malang; IKIP MALANG Publisher.

Hudelson, S. 1994. Literacy Development of Second Language Children In educating second

language children. Cambridge: Cambridge University Press.

Joe, Angela. 1996. Vocabulary Learning and Speaking Activities. Journal Forum. Volume 34, January-March.

Haggard, M.R. (1986). The Vocabulary Self-Collection Strategy: an active approach to word learning. Journal of Reading.

Holland, Kathleen E., Hungerford, Rachael A., and Ernst, Shirley B. 1993. Journeying Children

Responding to Literature. Portsmouth: Heineman.

Klipple, Friederick. 1984. Keep Talking: communicative fluency activities for language teaching. London: Cambridge University Press.

Koda, Keiko. 2005. Insights into Second Language Reading: a cross-linguisitc approach. Cambridge: Cambridge University Press.

Langan, Jhon. 2002. Reading and Study Skills. New York: The McGraw-Hill Companies.

Lazaraton, Anne and Hatch, Evelyn. 1991. The Research Manual: design and statistics for

applied linguistics. New York: Newbury House Publishers.

Nattinger. 1988. Some Current Trends in Teaching Vocabulary. In Carter and McCarthy (Eds),

Vocabulary and Language Teaching. London: Longman.

Nunan, David. 1991. Language Teaching Methodology: a textbook for teachers. Hemel Hempstead: Prentice Hall.

Nutall, Christine. 2000. Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Publisher Limited.

Oxford, Rebecca. 1990. Language Learning Strategies: what every teacher should know. Boston, Massachussets: Heinle and Heinle Publishers.

Orr, Janet K. 1999. Growing up with English. Washington: Office of Language Programs.

Purves, et al. 1990. How Porcupines Make Love II: teaching a response-centered literature

curriculum. New York: Longman.

Richards, Jack C. and Willy A. Renandya. 2002. Methodology in Language Teaching: An

Anthology of Current Practice. Cambridge: Cambridge University Press.

Ruddell et al. 1994. Theoretical Models and Processes of Reading. 4th edition. Delaware: International Reading Association Inc.

Ruddell, R.B., Draheim, M., & Barnes, J.1990. A Comparative Study of the Teaching Effectiveness of Influential and Noninfluential Teachers and Reading Comprehension Development. In J. Zutell & S. McCormick (Eds.), Literacy Theory and Research:

Smith, Frank. 1988. Understanding Reading: a psycholinguistic analysis of reading and learning

to read. 4th Edition. New Jersey: Lawrence Erbaum Associates Inc., Publishers.

Suyanto, Kasihani K.E. 2002. Penilaian Tindakan Kelas dan Refleksi Pengajaran Guru SLTP. A paper presented at TOT of CTL. Bogor. 16-18 September, 2002.

Tompkins, Gail E. and Hoskisson, Kenneth. 1991. Language Arts: content and teaching

strategies. Newyork: Macmillan Publishing Company.

Wallace, Catherine. 2003. Reading: Language Teaching; a scheme for teacher education. New York: Oxford University Press.

Wallace, Michael J.1998. Action Research for Language Teachers. Cambridge: Cambridge University Press.

Wiriaatmadja, Rochiati. 2005. Metode Penelitian Tindakan Kelas; untuk meningkatkan kinerja

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two sections: First, the conclusions of the research conducted based on the research questions as raised and explained in the first chapter. Second, the suggestions addressed to English teachers, headmasters and the researchers who are interested in doing further research on teaching reading.

5.1 Conclusions

Considering that the present study has been completed, three major conclusions related to the research questions raised in the first chapter can be drawn. The first research question concerns the improvements of the students’ reading comprehension using interactive read-aloud strategy. It was found that the students’ reading comprehension activities improved in four areas, i.e. test results, meaning construction, motivation, and word definition.

The second research question concerns the teacher’s problems in teaching reading through interactive read-aloud. It was found that the teacher’s problems stemmed from six areas, i.e. psychological block, explaining words, question use, guiding, giving motivation, and controlling.

The third research question concerns the students’ problems in reading comprehension through interactive read-aloud. It was found that the students’ problems stemmed from seven areas, i.e. motivation, semantic miscue, oral skill, syntactic miscue, graphophonic miscue, drawing activity, and interpersonal problem.

It can further be mentioned that interactive read-aloud is effective in supporting comprehension and vocabulary development. Besides, English learners are supported in refining their reading and speaking skills.

The discussion of characters, setting, and description that is involved in interactive read-aloud provides shared understanding and vocabulary that helps English language learners stretch their linguistic abilities. It seems that students who frequently listen to books read aloud have a more extensive vocabulary than those who do not.

In addition, the application of interactive read-aloud needs adjustments. The adjustments are related to the teacher’s teaching and the students’ reading comprehension abilities. The teacher’s ability refers to the ability to explain new vocabulary to the students. The teacher should choose new vocabularies that are at the level of his ability to explain. Meanwhile, for the students, the reading material and tasks assigned should be at the level of their capacity. Therefore, reflection is very essential element in order to find the right adjustment either to the teacher or the students.

5.2 Suggestion

Based on the research findings, some suggestions will be directed toward the English teachers, headmasters, and other researchers.

First, English teachers must keep them abreast of teaching trends and issues. One of ways is by implementing interactive read-aloud to improve students’ reading comprehension. With this strategy, English teacher can maintain learner interest and motivation. This is not to say that teacher should stop using other strategies like buttom

suggest that judicious use of a combination of both such strategies and the strategy proposed in this study is desirable. Such a combination can help learners develop more efficient reading skills and ensure that any potential gains are not hampered by every teacher’s enemy-monotony. The English teachers should always reflect and evaluate the teaching-learning process, and feel the changes happened both positively and negatively. Teachers should be more creative in making teaching process interesting and challenging for students.

Second, to headmasters, it is better if the headmaster always monitor the problems occurred in the classroom, or in general. The headmasters should give motivation and support to the teachers on effort, and creativity to solve the problems. It is hoped that the headmasters’ policy will best fit to the teacher’s and students’ needs.

Third, to other researchers who are intended to conduct research in teaching reading comprehension, this study hopefully can give contribution. The fact many junior high school students still have problems in their reading comprehension. Therefore, it is suggested that other research focus on teaching reading comprehension in ways that enhance students’ reading comprehension. By doing so, it is hoped that the results of the study can enrich and update English teachers with varying teaching strategies.

BIBLIOGRAPHY

Alderson, J. Charles. 2003. Assessing Reading. Cambridge: Cambridge University Press.

Alwasilah, A. Chaedar.2002. Pokoknya Kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta: Pustaka Jaya.

Amato, Richard. 1988. Making It Happen: interaction in the second language classroom. London: Macmillan Publishers Ltd.

Anderson, Neil.1999. Exploring Second Language Reading: issues and strategies. Canada: Heinle &Heinle Publishers.

Bernhardt, E. 1991. Reading Development in a Second Language: theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.

Burns, Robert. 1994. Introduction to Research Methods (2nd edition). Melbourne: Longman. Calkins, Lucy McCormick.2001. The Art of Teaching Reading. United States: Addison-Wesley

Educational Publishers Inc.

Celce-Murcia M. 1991. Teaching English as a Second or Foreign Language. 2nd edition. Boston: Heinle & Heinle Publishers.

_____________. 2002. Teaching English as a Second or Foreign Language. Third Edition. Boston: Heinle & Heinle Publishers.

Depdiknas. 2003. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris; sekolah menengah pertama dan madrasah tsanawiyah. Jakarta: Depdiknas.

Elliot, J. 1991. Action Research for Educational Change. New York: Routledge.

Grabe, W. 1991. Current Development in Second Language Reading Research. TESOL Quaterly.

Huda, Nuril. 1999. Language Learning and Teaching; issues and trends. Malang; IKIP MALANG Publisher.

Hudelson, S. 1994. Literacy Development of Second Language Children In educating second language children. Cambridge: Cambridge University Press.

Joe, Angela. 1996. Vocabulary Learning and Speaking Activities. Journal Forum. Volume 34, January-March.

Haggard, M.R. (1986). The Vocabulary Self-Collection Strategy: an active approach to word learning. Journal of Reading.

Holland, Kathleen E., Hungerford, Rachael A., and Ernst, Shirley B. 1993. Journeying Children Responding to Literature. Portsmouth: Heineman.

Klipple, Friederick. 1984. Keep Talking: communicative fluency activities for language teaching. London: Cambridge University Press.

Koda, Keiko. 2005. Insights into Second Language Reading: a cross-linguisitc approach. Cambridge: Cambridge University Press.

Langan, Jhon. 2002. Reading and Study Skills. New York: The McGraw-Hill Companies.

Lazaraton, Anne and Hatch, Evelyn. 1991. The Research Manual: design and statistics for applied linguistics. New York: Newbury House Publishers.

Nattinger. 1988. Some Current Trends in Teaching Vocabulary. In Carter and McCarthy (Eds), Vocabulary and Language Teaching. London: Longman.

Nunan, David. 1991. Language Teaching Methodology: a textbook for teachers. Hemel Hempstead: Prentice Hall.

Nutall, Christine. 2000. Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Publisher Limited.

Oxford, Rebecca. 1990. Language Learning Strategies: what every teacher should know. Boston, Massachussets: Heinle and Heinle Publishers.

Orr, Janet K. 1999. Growing up with English. Washington: Office of Language Programs.

Purves, et al. 1990. How Porcupines Make Love II: teaching a response-centered literature curriculum. New York: Longman.

Richards, Jack C. and Willy A. Renandya. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.

Ruddell et al. 1994. Theoretical Models and Processes of Reading. 4th edition. Delaware: International Reading Association Inc.

Ruddell, R.B., Draheim, M., & Barnes, J.1990. A Comparative Study of the Teaching Effectiveness of Influential and Noninfluential Teachers and Reading Comprehension Development. In J. Zutell & S. McCormick (Eds.), Literacy Theory and Research: analysis from multiple paradigms. Chicago, IL: National Reading Conference.

Smith, Frank. 1988. Understanding Reading: a psycholinguistic analysis of reading and learning to read. 4th Edition. New Jersey: Lawrence Erbaum Associates Inc., Publishers.

Suyanto, Kasihani K.E. 2002. Penilaian Tindakan Kelas dan Refleksi Pengajaran Guru SLTP. A paper presented at TOT of CTL. Bogor. 16-18 September, 2002.

Tompkins, Gail E. and Hoskisson, Kenneth. 1991. Language Arts: content and teaching strategies. Newyork: Macmillan Publishing Company.

Wallace, Catherine. 2003. Reading: Language Teaching; a scheme for teacher education. New York: Oxford University Press.

Wallace, Michael J.1998. Action Research for Language Teachers. Cambridge: Cambridge University Press.

Wiriaatmadja, Rochiati. 2005. Metode Penelitian Tindakan Kelas; untuk meningkatkan kinerja guru dan dosen. Bandung: PT Remaja Rosdakarya.