IMPROVING STUDENTS ACHIEVEMENT IN READING COMPREHENSION THROUGH ADVANCE ORGANIZER STRATEGY.
1
A THESIS
Submitted to the English Applied Linguistics Study Program
Post Graduate School in Partial Fulfillment of the Requirements
For the Degree of Magister Humaniora
BY:TUTI ANDRIANI SIREGAR Registration Number : 8106111040
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE PROGRAM SCHOOL
STATE UNIVERSITY OF MEDAN
2013
(2)
A THESIS
IMPROVING STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
THROUGH ADVANCE ORGANIZER STRATEGY
By
TUTI ANDRIANI SIREGAR Registration Number: 8106111040
English Applied Linguistics Study Program The State University of Medan
This thesis was examined on July 4, 2013 by Board of Examiners Approved by
Adviser Commission
Adviser I Adviser II
Dr. Didik Santoso, M.Pd Dr. Anni Holila Pulungan, M.Hum NIP. 19660616 199403 1006 NIP. 19700522 200112 2001
The Head of English Applied The Director of School of Linguistics Study Program Postgraduates Studies
Prof. Dr. Busmin Gurning, M.Pd Prof. Dr. H. Abdul Muin Sibuea, M.Pd NIP. 19590715 198601 1001 NIP. 19581008 1983 1 002
(3)
APPROVAL
This thesis was examined on July 4, 2013 by Board of Examiners
Board Examiners
Dr. Didik Santoso, M.Pd ______________________________ NIP. 19660616 1994031006
Dr. Anni Holila Pulungan, M.Hum ______________________________ NIP. 19700522 200112 2001
Prof. Dr. Berlin Sibarani, M.Pd _____________________________ NIP. 19570615 198203 1005
Dr. Sri Minda Murni, MS. _____________________________ NIP.19630525 198803 2016
Dr. Siti Aisyah Ginting, M.Pd. ______________________________ NIP. 19570521 198403 2002
(4)
ABSTRACT
Siregar, Tuti Andriani. NIM 8106111040. Improving Students’ Achievement in Reading Comprehension Through Advance Organizer Strategy. A thesis. English Applied Linguistic Study Program. Postgraduate School. State University of Medan 2013.
This study deals with the improvement of the students’ achievement in reading comprehension through advance organizer strategy. The objectives of this research were to improve the students’ achievement in reading comprehension by using advance organizer strategy, and to apply the stages in advance organizeer in improving the students’ achievement in reading comprehension The subject of the study was grade XI IPA 2 Madrasah Aliyah Negeri Binjai consisting of 33 students. The data of this study were obtained by using test, observation sheets and interview. Since this research is a classroom action research, four steps of application were conducted, namely: planning, action, observation and reflection. This research was conducted in two cycles because in the pre test (without treatment), the average of the students’ score was 59,24. In the first cycle test, it was 74,30. It is lower than the minimum passing grade, and if is viewed from the observation sheets, the situation of the learning process hasn’t met the criteria of the success. So the writer continued to the second cycle. There was a significant progress on the students’ achievement in reading comprehension in the second cycle, and the average of the students in the second cycle was 82,94. And the students were more active and enthusiastic in following the lesson. So it can be concluded that the teaching reading comprehension through advance organizer strategy can improve the students’ achievement in reading comprehension quantitatively and qualitatively
(5)
ABSTRAK
Siregar, Tuti Andriani. NIM 8106111040. Meningkatkan Kemampuan Siswa Dalam Reading Comprehension Melalui Strategy Advance Organizer. Tesis. Program Studi Linguistic Terapan Bahasa Inggris, Universitas Negeri Medan, 2013.
Penelitian ini berkaitan dengan peningkatan kemampuan siswa dalam reading comprehension melalui strategi advance organizer. Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam reading comprehension dengan menggunakan strategi advance organizer, dan juga untuk menerapkan langkah langkah dalam strategi advance organizer untuk meninkatkan kemampuan siswa dalam reading comprehension. . Subjek penelitian ini adalah siswa kelas XI IPA-2 Madrasah Aliyah Negeri Binjai yang berjumlah 33 orang. Data penelitian ini diperoleh dengan menggunakan test, lembar observasi dan interview. Karena penelitian ini adalah sebuah penelitian tindakan kelas, maka diterapkan empat langkah penelitian, yaitu :perencanaan, tindakan, pengamatan dan penilaian. Penelitian ini dilaksanakan dalam 2 siklus karena didalam pre test (tanpa perlakuan), rata- rata nilai siswa adalah 59,24. Dalam test siklus pertama, rata ratanyaa dalah 74,30. Karena nilai rata rata siswa belum mencapai standard nilai minimum, Jadi sipenulis melanjutkan ke siklus dua. Terdapat kemajuan yang signifikan dalam kemampuan siswa dalam reading comprehension dalam siklus kedua, dan rata rata nilai siswa pada siklus kedua adalah 82,94 dan siswa lebih aktif dan bersemangat dalam mengikuti pelajaran. Jadi dapat disimpulkan bahwa pembelajaran reading comprehension dengan menggunakan advance organizer dapat meningkatkan kemampuan siswa dalam reading comprehension secara kuantitatif dan kualitatif.
(6)
ACKNOWLEDGEMENTS
First, all praises be to Allah SWTT, the Almighty, for the great Blessing that loved continuously poured to the writer in the process of completing her study and this thesis. Praises also addressed to Prophet Muhammad SAW, who has guided us to be better life.
In the process of conducting this study and completing this thesis, the writer owes a debt of gratitude to a number of people who have given the special care and attention. While it is not possible to mention all of them, some deserved her sincere and special thanks to:
To Prof. Dr. Busmin Gurning, M.Pd, the Head of English Applied Linguistics Study Program and also to Dr. Sri Minda Murni, MS as the Secretary of English Applied Linguistics Study Program for their stimulating support during the completion of the thesis.
To Dr. Didik Santoso, M.Pd, her first supervisor and Dr. Anni Holila Pulungan, M. Hum, her second supervisor, for their guidance, comments and valuable suggestion for the great improvement of this thesis.
On this special occasion, the writer would like to express her gratitude to Prof. Berlin Sibarani, M.Pd, Prof. D.P.Tampubolon. Ph.D, Dr. Sri Minda Murni, MS and Dr. Siti Aisyah Ginting, M. Hum being her reviewers and examiners for their valuable inputs, precious constructive criticism and suggestion on the draft during seminar proposal and examination. Furthermore, her gratitude also goes to all lectures at English Applied Linguistics Study Program, state university of
(7)
Medan who have shared their knowledge and experience to her during her academic year
The writer impressed for her beloved late father Ginda Siregar BA, mother Berliana Harahap. They are great motivators for her as they taught her how to struggle for life.
Her endless special gratitude is especially addressed to her beloved husband, Henri SE, son Mhd. Haykal Aulia and daughter: Naila Rizki Izzati for their love, full understanding, support and continuous motivation. I love you all very much.
The writer also would say thanks to the headmaster of Madrasah Aliyah Negeri Binjai, M.Arifin, S.Ag, MA and Dra. Hj. Nurkhalishah MG. M.Ag, thanks for all contribution, understanding and the administrative help during doing the research in this school.
Last but not least, her special gratitude is addressed to her uncle Sudirman Siregar and wife. To her bothers Drs. Edy Nirwan MM and Setia Darma Siregar, her sister Dra. Nelfa Erita Siregar, her mother in law Hj. Asnidar BA, and to her sisters and brother in law, thank you for your support and motivation. May Allah SWT bless you.
Her special thanks also due to her friends: Nur Rahmah, S.Pd M.Hum, Yulia Warda. M.Hum, Lisnurmaini S.Pd. Adrina Lony MSi, and others who have motivated and support her in her life. It would be difficult to find such beautiful words but above all, thank you so much. May Allah bless us.
(8)
TABLE OF CONTENTS
Page
ABSTRACT ... i
ACKNOWLEDGEMENTS……….. iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF APPENDICES……….. ix
CHAPTER I: INTRODUCTION 1.1 The Background of the Study ... 1
1.2 The Problems of the Study ... 4
1.3 The Objectives of the Study ... 5
1.4 The Scope of the Study ... 5
1.5 The Significance of the Study... 5
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Theoretical Framework ... 7
2.2 The Achievement in Reading Comprehension ... 7
2.3 Reading Comprehension ... 8
2.4 Advance Organizer Strategy ... 14
2.4.1 The Principle ... 15
2.4.2 Types Of Graphic Organizer ... 16
(9)
2.4.3.1 Learning Objective……… . 17
2.4.3.2 Role of the material... 18
2.4.3.3 Role of the Teachers and the Students ... 18
2.4.4 Procedure ... 20
2.5 Previous Research ... 23
2.6 Conceptual Framework ... 24
CHAPTER III: RESEARCH METHOD 3.1 Research Design... 27
3.2 Location of the Research ... 29
3.3 Subjects of the Study ... 29
3.4 Research Procedure ... 29
3.5 The Instrument of Data Collection ... 37
3.6 Data Analysis ... 37
3.7 Trustworthiness ... 38
CHAPTER IV: THE DATA ANALYSIS, THE FINDINGS AND THE DISCUSSION 4.1 The Data Analysis ... .. 39
4.1.1 …. ... .. 42
4.1.2 The First Cycle ... 44
4.1.2.1 Planning ... . 45
4.1.2.2 Action ... 44
(10)
4.1.2.3 Observation... 47
4.1.2.4 Reflection ... 53
4.1.3 The Second Cycle ... 54
4.1.3.1 Planning ... 53
4.1.3.2 Action……… 53
4.1.3.3 Observation... 59
4.1.3.4 Reflection ... 64
4.2 Research Findings ... 65
4.3 Discussion ... 65
CHAPTER V SUGGESTIONS 5.1 Conclusion ... 68
5.2 Suggestions ... 69
REFERENCES ... 71
(11)
LIST OF APPENDICES
APPENDICES PAGE
A. Rencana Pelaksanaan Pembelajaran (Siklus 1)………..74
B. Rencana Pelaksanaan Pembelajaran (Siklus 2)………. 74
C. Reading Comprehension Test (Cycle 1)……….. 110
D. Reading Comprehension Test (Cycle 2)……….. 121
E. Daftar Wawancara Untuk Siswa……….. 133
F. Hasil Wawancara dengan Siswa (Preliminary Study)……….. 134
G. Hasil Wawancara Dengan Siswa (The First Cycle)……….. 129
H. Hasil Wawancara Dengan Siswa ( The second Cycle)……….. 131
(12)
CHAPTER I INTRODUCTION
1.1 The Background of the Study
English is an international language which is used by people in the world as a means of communication. It is widely used all over the world. It means that English is very important for every side of this life. Because of the importance of this language, it has to be learned by people who are not familiar with the language especially for countries which have determined English as the first foreign language and it will be taught as one of the subjects to be studied by the students starting from primary level up to the university level.
There are four language skills in learning English namely: listening, speaking, reading and writing. Reading is one of the most important skills of those. Reading is the ability to draw meaning from printed page and interpret the information approximately. The process of drawing information and interpreting information requires the work of the brain actively. The fundamental goal for reading activity is getting information from the text. This is a bridge for the students to understand what they have read. As they lack of knowledge of English they often encounter difficulties when reading their compulsory books written in that language. In order to gain what the people need to know from written language.
Reading comprehension is a process of constructing meaning from the text. Reading comprehension means understanding what has been read. It is an active thinking process that depends not only on comprehension skills but also on the
(13)
students’ experience and prior knowledge. Reading strategy plays an important role in understanding reading material. The readers are expected to be able to recreate the meaning intended by the writer and interpret the information well.
Reading is one of the language skills must be taught in English classes of Senior High students. Through the teaching and learning of reading, the students are expected to be able to comprehend the reading passages they read well. This is line with the objectives of reading instruction in Senior High School is to develop the students reading skill so that they can read English texts effectively and efficiently. (Curriculum, 2006).
In fact, a research on reading skill in Indonesia has shown that the students ‘ skills particularly in reading comprehension are still far from satisfactory. PISA (The Programmer for International Students Assessment) that is held by OECD (The Organization for Economic Cooperation and Development) in 2009 was stated that Indonesian students’ achievement especially at the age of 15 is regarded low in reading. They just read without any abilities to relate the content of their reading text with their background knowledge. Indonesian students are ranked 57 of 63 nations. This case indicates that Indonesian students especially Senior High School has low ability in reading skill. It is supported on the researcher’s experience in teaching English (since 1997 up to now) in Madrasah Aliyah Negeri Binjai, her students also faced many difficulties to comprehend the meaning of the text. Most of the students do reading as a passive activity. The students can read the text, but having difficulties in comprehending their reading text. This condition made the students became bored and not interesting in
(14)
comprehending reading text, as a consequence, the process of reading can’t run well. Based on the preliminary study the researcher had in her classes before, the problem faced is same with the data from PISA. The students also faced difficulties in reading comprehension, they can not comprehend the text well. It can be seen from their achievement last year that consisted two semesters. The average of English score in last two years for all students grade XI Madrasah Aliyah Negeri Binjai are 69,26 (The first semester in 2011/2012 of academic year). 69,09 (The second semester in 2011/2012 of academic year), and there were many students did remedial test because they could not get the standard score or the minimum passing grade score that is 75.
In teaching process, the teacher usually asked the students’ understanding about the text they have read and many of them could not get the idea or understand the text they have read. They did not understand the text well. It showed that the students still have insufficient ability to comprehend the text. This condition is caused by several factors such as: low motivation in mastering the reading skill, the material of the reading text is difficult for the students, the type of the instruction the students receive and monotonous teaching strategy the teachers had.
The advance organizer is a teaching strategy available to teachers to aid students in the processing of understanding and remembering of newly presented materials. It’s primary concern is to help teachers organize and convey large amount of information as meaningfully and efficiently as possible as the beginning of the course. It provides concepts and principles to the students
(15)
directly in the beginning. It is designed to strengthen the students’ cognitive structures as stated by Ausubel in Joyce, Weil and Calhoun (2008). The advance organizer has some advantages for students. The advantages of advance organizer are: (1) The students can explain, Integrate and interrelate with the material in learning task with previously learned material, (2) The students can discriminate the new material from previously learned material and in teaching reading, it is related to the daily situation, so it will be useful for students to recognize the material into familiar structure.
From the statements above, the researcher is interested in conducting the research entitled Improving the Students Achievement in Reading Comprehension through Advance Organizer Strategy. The research was carried out on the Eleven Grade of Madrasah Aliyah Negeri Binjai 2012/2013 Academic Year.
1.2 The Problem of the Study
Based on the explanation in the background of the study above, the problem is formulated as in the following :
How to apply the advance organizer strategy in improving the students’ achievement in reading comprehension. ?
(16)
1.3. The Objective of the Study
Based on the previous problem, the objective of this study has relation to the following aspects :
To find out what should be done in advance organizer strategy to improve the students’ achievement in reading comprehension.
1.4. The Scope of the Study
This study is limited to the implementation of Advanced Organizer strategy in teaching of reading comprehension. In a more specific focus, this study is concentrated on how to improve the students’ achievement in reading comprehension through advanced organizer strategy.
There are four levels of reading comprehension, they are Literal, Interpretative, Critical, and Critical Comprehension. In this study the level of the reading comprehension is limited into Literal. The kind of the text was focused on report text in the form of Multiple Choice Text.
1.5. The Significance of the Study
The findings of this study are expected to be useful for the teachers of English in overcoming the students’ problem in reading comprehension. Theoretically, this study is also expected to give a practical contribution to the
(17)
teachers with a model of advanced organizer strategy in the teaching of reading comprehension at the senior high level. Later they can adopt it as one of the ways to solve the similar problem in the class. They can have better methodology in teaching and propose more suitable curriculum based on research. Practically, this study can also help the students to solve their problems in reading comprehension through advanced organizer strategy. They can apply more appropriate learning strategies of advanced organizer. By doing so they are expected to be more active, enjoyable and motivated in practical reading comprehension.
(18)
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
To improve students’ achievement in reading comprehension, the researcher applied advance organizer strategy and based on advance organizer strategy there were 10 stages to do in teaching and learning process of reading comprehension. They were : (1) The teacher clarified the lesson, (2) Then s/he presented the main information related to the the content of the topic by applying graphic organizer (3) The teacher gave example or illustration where appropriate (4) The teacher prompted the awareness of students’ knowledge and experience that is related to the text given, (5) The teacher asked the students to read the text given in the beginning, (6) The teacher explained the learning material by using graphic organizer, (7) The students linked the material to organizer, (8) The teacher asked the students to repeat the precise defenition of the text given, (9) Tthe students wrote the summary of the learning materials, (10) The students do the text.
(19)
5.2 Suggestions
Based on the conclusion above the suggestions were formulated as the following :
1) To the the English teacher, they are suggested to apply the stages in advance organizer strategy in teaching reading comprehension. Because this strategy helps them to make students easily in processing, understanding and remembering the newly material given. If the students are given prior knowledge by linking the material given well, the students will be easy in processing, understanding and remembering the new material. The teacher are also suggested to aplly the stages in advance organizer startegy well, because it motivate the students to me more active in the teaching learning process, especially in reading comprehension.
2) To the students, they are suggested to follow the stages in advance organizer strategy, they are used to be active and can link teacher’s knowledge with the material given by the teacher. They are trained to be brave in giving their experience or knowledeg according to the material given. And also they are used to read and evaluate the text at the beginning of the lesson, it means tat they have a suffiicient information before doing the text.
(20)
3) To the readers, they are suggested to use this stratgey because it can improve reading comprehension and it can strengthen your cognitive so you can remeber the contenet of reading text.
(21)
85
Approach to Teaching Reading, Spelling and Writing. Victoria: ACER Press.
A.H. Kim, S Vaughn, Wanzek and S, Wei. 2004.Graphic Organizers and their Effects on Reading Comprehension of students with DA:A Synthesis Of Research. Journal of learning Disabilities 37,C2D 105-118. Retrieved From:http://nichey.org/research/summaries/abstract 21.
Alexander, J.E. Teaching Reading 3 Ed. Boston, Scott: Foresman.
Ausubel, D.P. 1988. In Defense of Advance Organizers: A Reply to the Critics . Review of Educational research.Journal of Educational Psychology
Vol. 48, 251–257. Retrieved from http:// edutechwiki. unique.ch/en/ Advanced organizer
Ausubel, D.P. 1991. Schemata, Cognitive Structure and Advance Organizers: A Reply to Anderson, Spiro and Anderson. American Educational , Research, January 1, 1981` Vol 18,271–272. Retrieved from :
http://aer.sagepub.com/content/17/3/
Brassell, et al. 2008.Comprehension that Works : Huntington Beach
Brown, H, Douglas,2000.Teaching by Principle: An Interactive Approach to the Language Pedagogy. Second Edition. White PLAINS, New York: Pearson Education.
Bruce Joice, Marsha Weil and Emily Calhoun. 2009.Models of Teaching,
United States of America: Pearson Education.
Bryner, J. 2007,Most of students bored in the School,Article. Retrieved from http://www.livescience.com/1308-students bored-school, htnl accessed on Thursday, 04 August 2011.
Budianto, 2006. Pengaruh Model Pembelajaran Advance Organizer dan Sikap Siswa dalam Pembelajaran Terhadap Hasil Belajar IPS Siswa Kelas V Sekolah Dasar Negeri Kec. Medan Area. Medan: Postgraduate School Unimed
Burden R.P and Byrd.M.D1989,Methods for Effective Teaching. Boston: Allyin and Bacon
Carol, M, Story. 1988.What Instructional designer Need to Know about Advance Organizer.International Journal of Instructional Media, June 22, 1988.
(22)
Retrieved from:http://www. highbean. com/rdoc1/161-53420255
Destini, Rita. 2005. Pengaruh Pemberian Advance Organizer dan
Kreatifitas Hasil Belajar Fisika Siswa SMK Alwashliyah Medan. Medan: Postgraduate School Unimed.
Ellis, S, Edwin, and Howard, W, Pamela. 2007. Graphic Organizers: Power Tools For searching Students with Learning Disabilities. Journal of Learning Disabilities vol. 34 (4) 306 – 321. Retrieved from ;
http://graphicorganizer..com /about-
for teaching– students-with-learning disabilities.
Grabe, W and Stoller, F.L 2002.Teaching and Researching Reading (First Edition Edinburg Pearson Education
Johmson K, 2001,Learning about Language: An Introduction to Foreign Language Learning and Teaching. Harlow: Pearson Education. Joyce, B., Weil M & Calhoun E. 2002. Model of Teaching ( 7th ed) Boston: Allyn Bacon Pearson
Kalmes , M,2005.The Advance Organizer, EDU 456: Methods in Secondary Social Science.Retrieved from :http://abrahan.cuaa.edukalmesm/462s03/
Proc/advorg.htm. Accessed August. Friday 12, 2011
Kemmis, S and Mc. Taggart, R. 1982.The Action Research Planning , Geelong, Deaken University Press.
Luiten, J. Ames,W & Ackerson G (1980), A Meta Analysis of the Effects of Advance Organizer on learning and Retention, American Educational Research
Rahmah. Nur 2011. The Effect of Teaching Strategies and Students Learning Motivation on Students Achievement In reading Comprehension.
Medan: Post Graduate School Unimed.
Satterly, DJ, and J.G Telfer. June 1979.Cognitive Style and Advance Organizers In Learning and Retention. British Journal and Educational Psychology vol.49. issue 2, page 169–178. Retrieved from:
http://onlinelibrary.wiley.com/doi/10.1111/j/2044
8279,1979/tb.02411x/Abstract .
(23)
Stone C.L. 1983. A Meta Analysis Advanced Organizer Studies, Journal of Experimental Education Acquisition Implications for Reading Comprehension. New York: The Gulford Press.
Tan, Andreas. 2003. The Effective Model of Teaching Reading Strategies for Acceleration students. Medan: Postgraduate School Unimed.
Williams, Larry D. 2007.Making Learning Fun and Enjoyable for All Students The Agricultural Education Magazine. Retrieved in:http://www.allbusiness.com/agriculture-forestry-fishing
hunting/106040-lhtm.Accessed on Monday, march 7 2010
Zulkarnain, Iskandar. 2010. The Improvement of Students Achievement in Essay Writing Through Cooperative Learning Strategy. Medan: Posgraduate School Unimed
(1)
82 CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
To improve students’ achievement in reading comprehension, the researcher applied advance organizer strategy and based on advance organizer strategy there were 10 stages to do in teaching and learning process of reading comprehension. They were : (1) The teacher clarified the lesson, (2) Then s/he presented the main information related to the the content of the topic by applying graphic organizer (3) The teacher gave example or illustration where appropriate (4) The teacher prompted the awareness of students’ knowledge and experience that is related to the text given, (5) The teacher asked the students to read the text given in the beginning, (6) The teacher explained the learning material by using graphic organizer, (7) The students linked the material to organizer, (8) The teacher asked the students to repeat the precise defenition of the text given, (9) Tthe students wrote the summary of the learning materials, (10) The students do the text.
(2)
5.2 Suggestions
Based on the conclusion above the suggestions were formulated as the following :
1) To the the English teacher, they are suggested to apply the stages in advance organizer strategy in teaching reading comprehension. Because this strategy helps them to make students easily in processing, understanding and remembering the newly material given. If the students are given prior knowledge by linking the material given well, the students will be easy in processing, understanding and remembering the new material. The teacher are also suggested to aplly the stages in advance organizer startegy well, because it motivate the students to me more active in the teaching learning process, especially in reading comprehension.
2) To the students, they are suggested to follow the stages in advance organizer strategy, they are used to be active and can link teacher’s knowledge with the material given by the teacher. They are trained to be brave in giving their experience or knowledeg according to the material given. And also they are used to read and evaluate the text at the beginning of the lesson, it means tat they have a suffiicient information before doing the text.
(3)
84
3) To the readers, they are suggested to use this stratgey because it can improve reading comprehension and it can strengthen your cognitive so you can remeber the contenet of reading text.
(4)
85
Approach to Teaching Reading, Spelling and Writing. Victoria: ACER Press.
A.H. Kim, S Vaughn, Wanzek and S, Wei. 2004.Graphic Organizers and their Effects on Reading Comprehension of students with DA:A Synthesis Of Research. Journal of learning Disabilities 37,C2D 105-118. Retrieved From:http://nichey.org/research/summaries/abstract 21.
Alexander, J.E. Teaching Reading 3 Ed. Boston, Scott: Foresman.
Ausubel, D.P. 1988. In Defense of Advance Organizers: A Reply to the Critics . Review of Educational research.Journal of Educational Psychology
Vol. 48, 251–257. Retrieved from http:// edutechwiki. unique.ch/en/ Advanced organizer
Ausubel, D.P. 1991. Schemata, Cognitive Structure and Advance Organizers: A Reply to Anderson, Spiro and Anderson. American Educational , Research, January 1, 1981` Vol 18,271–272. Retrieved from :
http://aer.sagepub.com/content/17/3/
Brassell, et al. 2008.Comprehension that Works : Huntington Beach
Brown, H, Douglas,2000.Teaching by Principle: An Interactive Approach to the Language Pedagogy. Second Edition. White PLAINS, New York: Pearson Education.
Bruce Joice, Marsha Weil and Emily Calhoun. 2009.Models of Teaching, United States of America: Pearson Education.
Bryner, J. 2007,Most of students bored in the School,Article. Retrieved from http://www.livescience.com/1308-students bored-school, htnl accessed on Thursday, 04 August 2011.
Budianto, 2006. Pengaruh Model Pembelajaran Advance Organizer dan Sikap Siswa dalam Pembelajaran Terhadap Hasil Belajar IPS Siswa Kelas V Sekolah Dasar Negeri Kec. Medan Area. Medan: Postgraduate School Unimed
Burden R.P and Byrd.M.D1989,Methods for Effective Teaching. Boston: Allyin and Bacon
Carol, M, Story. 1988.What Instructional designer Need to Know about Advance Organizer.International Journal of Instructional Media, June 22, 1988.
(5)
86
Retrieved from:http://www. highbean. com/rdoc1/161-53420255 Destini, Rita. 2005. Pengaruh Pemberian Advance Organizer dan
Kreatifitas Hasil Belajar Fisika Siswa SMK Alwashliyah Medan. Medan: Postgraduate School Unimed.
Ellis, S, Edwin, and Howard, W, Pamela. 2007. Graphic Organizers: Power Tools For searching Students with Learning Disabilities. Journal of Learning Disabilities vol. 34 (4) 306 – 321. Retrieved from ;
http://graphicorganizer..com /about- for teaching– students-with-learning disabilities.
Grabe, W and Stoller, F.L 2002.Teaching and Researching Reading (First Edition Edinburg Pearson Education
Johmson K, 2001,Learning about Language: An Introduction to Foreign Language Learning and Teaching. Harlow: Pearson Education. Joyce, B., Weil M & Calhoun E. 2002. Model of Teaching ( 7th ed) Boston: Allyn Bacon Pearson
Kalmes , M,2005.The Advance Organizer, EDU 456: Methods in Secondary Social Science.Retrieved from :http://abrahan.cuaa.edukalmesm/462s03/ Proc/advorg.htm. Accessed August. Friday 12, 2011
Kemmis, S and Mc. Taggart, R. 1982.The Action Research Planning , Geelong, Deaken University Press.
Luiten, J. Ames,W & Ackerson G (1980), A Meta Analysis of the Effects of Advance Organizer on learning and Retention, American Educational Research
Rahmah. Nur 2011. The Effect of Teaching Strategies and Students Learning Motivation on Students Achievement In reading Comprehension.
Medan: Post Graduate School Unimed.
Satterly, DJ, and J.G Telfer. June 1979.Cognitive Style and Advance Organizers In Learning and Retention. British Journal and Educational Psychology vol.49. issue 2, page 169–178. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1111/j/2044
8279,1979/tb.02411x/Abstract .
(6)
Stone C.L. 1983. A Meta Analysis Advanced Organizer Studies, Journal of Experimental Education Acquisition Implications for Reading Comprehension. New York: The Gulford Press.
Tan, Andreas. 2003. The Effective Model of Teaching Reading Strategies for Acceleration students. Medan: Postgraduate School Unimed.
Williams, Larry D. 2007.Making Learning Fun and Enjoyable for All Students The Agricultural Education Magazine. Retrieved in:http://www.allbusiness.com/agriculture-forestry-fishing
hunting/106040-lhtm.Accessed on Monday, march 7 2010
Zulkarnain, Iskandar. 2010. The Improvement of Students Achievement in Essay Writing Through Cooperative Learning Strategy. Medan: Posgraduate School Unimed