THE APPLICATION OF PREVIEW, READ, WRITE, AND RECITE ( PRWR) METHOD TO IMPROVE STUDENT’S ACHIEVEMENT IN READING RECOUNT TEXT.
THE APPLICATION OF PREVIEW, READ, WRITE, AND
RECITE ( PRWR) METHOD TO IMPROVE STUDENT’S
ACHIEVEMENT IN READING RECOUNT TEXT
A THESIS
Submitted to the English Department of UNIMED Medan
In Partial Fulfillment of the Requirement for
The Degree of Sarjana Pendidikan
BY:
RAHMAT NASUTION
Registration Number 209321055
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Nasution, Rahmat. 2014. The Application of Preview, Read, Write, and Recite (PRWR)
Method to Improve Student’s Achievement in Reading Recount Text . A Thesis. Faculty of
Languages and Arts. State University of Medan.
The objective of the research is to improve the students’ achievement in reading recount text of
SMAN 1 Delitua by application Preview, Read, Write, and Recite (PRWR) method. This
research applied classroom action research model. A subject of this research was the first year
students of SMAN 1 Delitua class X-8 consisted of 33 students. This research was conducted in
two cycles. Each cycle was organized in four steps, namely Planning, Action, Observation, and
Reflection where Cycle II was the improvement of Cycle I. Primary data were collected by
giving 20 questions of multiple-choice test, the aspects contained in the tests focused on generic
structure, main ideas, factual information, and Secondary data were collected by (interview,
observation sheet, and questionnaire sheet). Findings showed that the achievement of the first
year student of SMAN 1 Delitua class X-8 in reading recount text was improved. It could be seen
from the comparison of result in the orientation test and the cycle test I and II. There were only 9
students who had passed minimum criteria KKM in orientation test (75). The improvement
showed that in cycle I and II, based on the total average score it was 16 students (42,4%) up to
26 students (78,7%) had already passed in cycle II, The secondary data gathered from interview,
observation sheet, and questionnaire sheet, showed that students’ expression and enthusiastic
also improved. Thus, it was found that the applications of Preview, Read, Write, and Recite
(PRWR) method in process of teaching improved students’ achievement in reading recount text.
It is suggested that English teachers apply PRWR method in teaching reading recount text.
TABLE OF CONTENTS
Pages
ABSTRACT...... .....................................................................................
ACKNOWLEDGEMENT .....................................................................
TABLE OF CONTENTS .......................................................................
LIST OF FIGURES ...............................................................................
LIST OF TABLE ..................................................................................
LIST OF APPENDICES ........................................................................
i
ii
iv
vi
vii
ix
CHAPTER I: INTRODUCTION ..........................................................
A. The Background of the Study..................................................
B. The Problem of the Study .......................................................
C. The Objective of the Study......................................................
D. The Scope of the Study ...........................................................
E. The Significance of the Study .................................................
1
1
3
3
3
3
CHAPTER II: REVIEW OF LITERATURE ......................................
A. Theoretical Framework ........................................................
1. Students Achievement ........................................................
2. Reading ..............................................................................
a. Reading Purposes ...........................................................
b. Reading comprehension .................................................
c. Types of reading .............................................................
d. Principles of assessment reading .....................................
3. Methods ..............................................................................
4. Genres of Text ...................................................................
5. Recount Text ......................................................................
a. The Generic Structure of Recount Text ...........................
b. Example of Recount Text ................................................
c. Types of Recount ............................................................
d. The Grammatical Features of Recount Text.....................
6. Preview, Read, Write, and Recite (PRWR) method .............
a. Preview ...........................................................................
b. Read ................................................................................
c. Write ...............................................................................
d. Recite ..............................................................................
4
4
4
5
6
8
9
9
11
12
13
13
14
15
15
15
16
17
18
19
H. Conceptual Framework...........................................................
19
CHAPTER III: RESEARCH METHOD .............................................
A. Research Design .....................................................................
B. Subjects of Research ...............................................................
C. The Instruments for Collecting Data .......................................
1. The instrument of Primary data ……………………… .......
2. The instrument of Secondary data .....................................
21
21
21
21
22
22
D. The Procedures of Action Research.........................................
E. Scoring Reading Recount Text ...............................................
F. The Technique for Analyzing Data ..........................................
23
28
28
CHAPTER IV: DATA AND DATA ANALYSIS ..................................
A. Data ........................................................................................
1. Primary data ......................................................................
2. Secondary data ..................................................................
a. Interview .........................................................................
b. Questionnaire ..................................................................
c. Observation sheet ............................................................
B. Data Analysis .........................................................................
1. Data Analysis of Primary Data .........................................
2. Data Analysis of Secondary Data .....................................
a. Interview ........................................................................
b. Questionnaire .................................................................
c. Observation sheet ............................................................
C. Research Account ...................................................................
a. Cycle I ............................................................................
1. Planning .......................................................................
2. Action ..........................................................................
3. Observation .................................................................
4. Reflection ....................................................................
b. Cycle II ...........................................................................
1. Planning .......................................................................
2. Action ..........................................................................
3. Observation .................................................................
4. Reflection ....................................................................
D. Research Finding and Discussion ...........................................
30
30
30
32
32
32
33
33
33
36
36
36
37
37
37
37
38
38
38
39
39
39
39
39
40
CHAPTER V: CONCLUSION AND SUGGESTION ..........................
A. Conclusion ..................................................................................
B. Suggestion ...................................................................................
41
42
42
REFERENCES .......................................................................................
44
APPENDICES .......................................................................................
45
LIST OF TABLES
Page
Table 2.1. Activities in Cycle I ....................................................................... 24
Table 4.1. Students’ Score of Orientation Test, Test I, and Test II ............... 31
Table 4.2. Master Students in Orientation Test, Test I, and Test II ............. 34
Table 4.3. The Improvement of Mean Scores during the Treatment ............ 35
LIST OF FIGURES
Page
Figure 2.1. The Generic Structure of Recount Text ....................................... 14
Figure 3.4. Action Research According To Kemmis (1990) .......................... 23
vi
LIST OF APPENDICES
Page
APPENDIX A: Lesson Plan ..............................................................................44
APPENDIX B: Interview Sheet.........................................................................63
APPENDIX C: Questionnaire Sheet..................................................................66
APPENDIX D: Questionnaire Score .................................................................68
APPENDIX E: Observation Sheet ....................................................................70
APPENDIX F: Reading Test Cycle I ................................................................71
APPENDIX G: Reading Test Cycle II...............................................................72
APPENDIX H: Key Answer Cycle I and Cycle II .............................................76
APPENDIX I: Students’ Answer Sheet .............................................................77
viii
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is part of four skills, which is very important to be learnt and is
taught at formal education starting from elementary school up to Senior High
School level. Standard for reading in educational unit curriculum in Indonesia
(KTSP: Kurikulum Satuan Pendidikan) is expected to be able to comprehend the
meaning (sense) of both in the forms of recount, narrative, procedure, descriptive,
and report in daily life context. (BSNP, 2006, Petunjuk Teknis Pengembangan
Silabus, Jakarta: Departement Pendidikan Nasional)
Reading is also one of the skills that is tested in National Examination
(UN) as a passing standard in indonesia. If students’ reading skill is poor, they are
very likely to fail in their exam or at least they will have difficulty to make a
progress.
Based on the writer’s experience after conducting preliminary observation
to the first grade student of SMA Negeri 1 Kecamatan Delitua, Deli Serdang
2013, it was found that many students had difficulties to read some texts or any
material, and they didn’t know the function or differences between narrative and
recount text, some students even could not understand clearly what the goal of the
text book was, some students seem unintrested in reading the topic, they felt
bored. Their test results were low, and most of them got remedial learning to get
Minimum Completeness Criteria (KKM).
1
2
Students’ difficulties occur either because of the teacher’s way of teaching
or less motivation in studying. Sharma (2008: 39) said that the learning of
language depend not so much on the number of years in studying but on the
motivation of the students, the type of teachers, method of teaching adopted, and
instructional material designed. In this case, teaching and learning will be
successful if they are supported by some factors such as the method that is used in
teaching English, completeness of teaching facilitation, interesting media, and
condition of school environment.
In addition, professional teachers must be able to solve the student’
problems they must understand and effectively upgrade their pedagogical and
subject matter knowledge based on their teaching emphases, they should not only
be intructional expert, but also models for social behaviour and learning
processes, they should motivate students to learn and achieve, and manage school
duties and classroom environment
In this study the writer tried to apply PRWR method to improve student’s
achievement in reading recount text. PRWR method stand for ( Preview, Read,
Write, and Recite ) is the study system of four-steps. The writer hopes through
PRWR method students are able to comprehend some texts easily, especially
recount text. Because in the PRWR steps students are invited to note active and
learn the material, on simple way are : Students preview the material then read it,
mark off what appear to be important ideas, and write the notes, at last student
need to learn their notes themselves by reciting the material.
3
B. The Problem of the Study
The problem of the study is formulated as follow:
“Is students’ achievement in reading recount text improved by the application of
Preview, Read, Write, and Recite (PRWR) method?”
C. The Objective of the Study
In line with the problem, the objective of the study is to find out whether the
applications of Preview, Read, Write, and Recite (PRWR) method improve
students’ achievement in reading recount text.
D. The Scope of the Study
This study focuses on improving student’s reading achievement particularly
reading recount text through the application of Preview, Read, Write, and Recite
(PRWR) method.
E. The Significance of the Study
Findings of this study are expected to be useful for:
a. English teachers to use certain method to improve students’ reading
achievement.
b. English learners to improve their reading skill and to enlarge their
knowledge about recount text.
c. Readers who would like to conduct the related research
1
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion on the previous chapters, the writer concluded that
reading is which one an important skill that should be mastered by the students
and reading skill is tested in national examination (UN). In addition teacher
need some factors such as method to advance student’s achievement, that’s
way through this paper the writer would like to discuss and suggest PRWR
method as which one alternative that can be applied by the teacher in class
room.
After analyzing the data, it was found that the application of PRWR
method in reading recount text helped students to improve student’s ability.
The total average scores of the students increase, it could be seen from the
comparison of result in the Orientation Test and the cycle Test I and Test II.
There were only 9 students who had passed minimum criteria KKM in
orientation test (75). The improvement showed that in cycle I and II, based on
the total average score it was 16 (42,4%) up to 26 (78,7%) in cycle II, beside
that PRWR Method made teaching-learning process enjoyable and decreased
students boredom in studying English. Findings showed that the achievement
of the first year student of SMAN 1 Delitua class X-8 in reading recount text
was improved.
41
2
B. Suggestion
After finding the result of the observation, some suggestions are given as follow.
1. It is suggested in teaching reading, the English teacher might be
considered to use PRWR method as one of alternative strategies since the
result can improve the reading ability.
2. In implementing PRWR method, the English should be able to create
interesting classroom for students and teacher needs to apply the steps
correctly in order that this method runs well.
3. Teacher need to give a variety of teaching methodology which is
appropriate to the material to keeps students active and interest to follow
English lesson, in this case the writer suggests to use PRWR method in
teaching reading recount text
4. Teacher has to give attention in their weaknesses, to make students feel
appreciated to the teacher.
5. Last but not least, the teacher needs to give more attention to time
management, to students and their weakness. To have students feel
appreciated, the teacher has to give reinforcement in every occasion to the
students.
3
REFERENCES
BNSP. 2006. Petunjuk Teknis Pengembangan Silabus Dan Contoh/ Model Silabus
SMA/MA Mata Pelajaran Bahasa Inggris. Jakarta: Depdiknas.
Brown, H. Doughlas. 2004. Language Assessments – Principles and Classroom
Practices. London: Longman.
Fredrica L. Stoller, William Grabe. 2001. Teaching and researching reading.
London : longman.
Gerrot, L & Wignell, P.1994. Making Sense of Functional Grammar. Cammeray:
antipodean educational enterprises.
Harmer, Jeremy. 2003. The Practice of language Teaching. London: Longman.
Hornby, A. S. 1995. Oxford Advance Learner’s Dictionary of Current English –
Fifth Edition. London: Oxford University Press.
Kemmis, S & Mctaggart, R.1988. The Action Research Planner. Third edition
Geelong: Deakin university.
Langan John. 2002.reading and study skill. Seventh edition. United states : Mc
Graw Hill.
Pardiono. 2007. Teaching genre based writing – pasti bisa. Yogyakarta: Andi
Yogyakarta.
R. Tomal Daniel. 2010. Action research for educators - second edition United
States of America. Rowman & Littlefield Education.
Serravallo, Jennifer. 2010. Teaching reading in small group - differentiated
instruction for building strategic, independent reader. Portsmouth:
Heinemann.
Sharma, Ram Kumar. 2008. Problems and Solutions of Teaching English. New
Delhi: Commonwealth.
Westwood Peter. 2008. What teachers need to know about reading and writing
difficulties. Australia: Ligare.
Http://en.wikipedia.org/wiki/reading%28process%29. (Accessed on Mei, 15th
2013 15:45 pm).
43
RECITE ( PRWR) METHOD TO IMPROVE STUDENT’S
ACHIEVEMENT IN READING RECOUNT TEXT
A THESIS
Submitted to the English Department of UNIMED Medan
In Partial Fulfillment of the Requirement for
The Degree of Sarjana Pendidikan
BY:
RAHMAT NASUTION
Registration Number 209321055
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Nasution, Rahmat. 2014. The Application of Preview, Read, Write, and Recite (PRWR)
Method to Improve Student’s Achievement in Reading Recount Text . A Thesis. Faculty of
Languages and Arts. State University of Medan.
The objective of the research is to improve the students’ achievement in reading recount text of
SMAN 1 Delitua by application Preview, Read, Write, and Recite (PRWR) method. This
research applied classroom action research model. A subject of this research was the first year
students of SMAN 1 Delitua class X-8 consisted of 33 students. This research was conducted in
two cycles. Each cycle was organized in four steps, namely Planning, Action, Observation, and
Reflection where Cycle II was the improvement of Cycle I. Primary data were collected by
giving 20 questions of multiple-choice test, the aspects contained in the tests focused on generic
structure, main ideas, factual information, and Secondary data were collected by (interview,
observation sheet, and questionnaire sheet). Findings showed that the achievement of the first
year student of SMAN 1 Delitua class X-8 in reading recount text was improved. It could be seen
from the comparison of result in the orientation test and the cycle test I and II. There were only 9
students who had passed minimum criteria KKM in orientation test (75). The improvement
showed that in cycle I and II, based on the total average score it was 16 students (42,4%) up to
26 students (78,7%) had already passed in cycle II, The secondary data gathered from interview,
observation sheet, and questionnaire sheet, showed that students’ expression and enthusiastic
also improved. Thus, it was found that the applications of Preview, Read, Write, and Recite
(PRWR) method in process of teaching improved students’ achievement in reading recount text.
It is suggested that English teachers apply PRWR method in teaching reading recount text.
TABLE OF CONTENTS
Pages
ABSTRACT...... .....................................................................................
ACKNOWLEDGEMENT .....................................................................
TABLE OF CONTENTS .......................................................................
LIST OF FIGURES ...............................................................................
LIST OF TABLE ..................................................................................
LIST OF APPENDICES ........................................................................
i
ii
iv
vi
vii
ix
CHAPTER I: INTRODUCTION ..........................................................
A. The Background of the Study..................................................
B. The Problem of the Study .......................................................
C. The Objective of the Study......................................................
D. The Scope of the Study ...........................................................
E. The Significance of the Study .................................................
1
1
3
3
3
3
CHAPTER II: REVIEW OF LITERATURE ......................................
A. Theoretical Framework ........................................................
1. Students Achievement ........................................................
2. Reading ..............................................................................
a. Reading Purposes ...........................................................
b. Reading comprehension .................................................
c. Types of reading .............................................................
d. Principles of assessment reading .....................................
3. Methods ..............................................................................
4. Genres of Text ...................................................................
5. Recount Text ......................................................................
a. The Generic Structure of Recount Text ...........................
b. Example of Recount Text ................................................
c. Types of Recount ............................................................
d. The Grammatical Features of Recount Text.....................
6. Preview, Read, Write, and Recite (PRWR) method .............
a. Preview ...........................................................................
b. Read ................................................................................
c. Write ...............................................................................
d. Recite ..............................................................................
4
4
4
5
6
8
9
9
11
12
13
13
14
15
15
15
16
17
18
19
H. Conceptual Framework...........................................................
19
CHAPTER III: RESEARCH METHOD .............................................
A. Research Design .....................................................................
B. Subjects of Research ...............................................................
C. The Instruments for Collecting Data .......................................
1. The instrument of Primary data ……………………… .......
2. The instrument of Secondary data .....................................
21
21
21
21
22
22
D. The Procedures of Action Research.........................................
E. Scoring Reading Recount Text ...............................................
F. The Technique for Analyzing Data ..........................................
23
28
28
CHAPTER IV: DATA AND DATA ANALYSIS ..................................
A. Data ........................................................................................
1. Primary data ......................................................................
2. Secondary data ..................................................................
a. Interview .........................................................................
b. Questionnaire ..................................................................
c. Observation sheet ............................................................
B. Data Analysis .........................................................................
1. Data Analysis of Primary Data .........................................
2. Data Analysis of Secondary Data .....................................
a. Interview ........................................................................
b. Questionnaire .................................................................
c. Observation sheet ............................................................
C. Research Account ...................................................................
a. Cycle I ............................................................................
1. Planning .......................................................................
2. Action ..........................................................................
3. Observation .................................................................
4. Reflection ....................................................................
b. Cycle II ...........................................................................
1. Planning .......................................................................
2. Action ..........................................................................
3. Observation .................................................................
4. Reflection ....................................................................
D. Research Finding and Discussion ...........................................
30
30
30
32
32
32
33
33
33
36
36
36
37
37
37
37
38
38
38
39
39
39
39
39
40
CHAPTER V: CONCLUSION AND SUGGESTION ..........................
A. Conclusion ..................................................................................
B. Suggestion ...................................................................................
41
42
42
REFERENCES .......................................................................................
44
APPENDICES .......................................................................................
45
LIST OF TABLES
Page
Table 2.1. Activities in Cycle I ....................................................................... 24
Table 4.1. Students’ Score of Orientation Test, Test I, and Test II ............... 31
Table 4.2. Master Students in Orientation Test, Test I, and Test II ............. 34
Table 4.3. The Improvement of Mean Scores during the Treatment ............ 35
LIST OF FIGURES
Page
Figure 2.1. The Generic Structure of Recount Text ....................................... 14
Figure 3.4. Action Research According To Kemmis (1990) .......................... 23
vi
LIST OF APPENDICES
Page
APPENDIX A: Lesson Plan ..............................................................................44
APPENDIX B: Interview Sheet.........................................................................63
APPENDIX C: Questionnaire Sheet..................................................................66
APPENDIX D: Questionnaire Score .................................................................68
APPENDIX E: Observation Sheet ....................................................................70
APPENDIX F: Reading Test Cycle I ................................................................71
APPENDIX G: Reading Test Cycle II...............................................................72
APPENDIX H: Key Answer Cycle I and Cycle II .............................................76
APPENDIX I: Students’ Answer Sheet .............................................................77
viii
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is part of four skills, which is very important to be learnt and is
taught at formal education starting from elementary school up to Senior High
School level. Standard for reading in educational unit curriculum in Indonesia
(KTSP: Kurikulum Satuan Pendidikan) is expected to be able to comprehend the
meaning (sense) of both in the forms of recount, narrative, procedure, descriptive,
and report in daily life context. (BSNP, 2006, Petunjuk Teknis Pengembangan
Silabus, Jakarta: Departement Pendidikan Nasional)
Reading is also one of the skills that is tested in National Examination
(UN) as a passing standard in indonesia. If students’ reading skill is poor, they are
very likely to fail in their exam or at least they will have difficulty to make a
progress.
Based on the writer’s experience after conducting preliminary observation
to the first grade student of SMA Negeri 1 Kecamatan Delitua, Deli Serdang
2013, it was found that many students had difficulties to read some texts or any
material, and they didn’t know the function or differences between narrative and
recount text, some students even could not understand clearly what the goal of the
text book was, some students seem unintrested in reading the topic, they felt
bored. Their test results were low, and most of them got remedial learning to get
Minimum Completeness Criteria (KKM).
1
2
Students’ difficulties occur either because of the teacher’s way of teaching
or less motivation in studying. Sharma (2008: 39) said that the learning of
language depend not so much on the number of years in studying but on the
motivation of the students, the type of teachers, method of teaching adopted, and
instructional material designed. In this case, teaching and learning will be
successful if they are supported by some factors such as the method that is used in
teaching English, completeness of teaching facilitation, interesting media, and
condition of school environment.
In addition, professional teachers must be able to solve the student’
problems they must understand and effectively upgrade their pedagogical and
subject matter knowledge based on their teaching emphases, they should not only
be intructional expert, but also models for social behaviour and learning
processes, they should motivate students to learn and achieve, and manage school
duties and classroom environment
In this study the writer tried to apply PRWR method to improve student’s
achievement in reading recount text. PRWR method stand for ( Preview, Read,
Write, and Recite ) is the study system of four-steps. The writer hopes through
PRWR method students are able to comprehend some texts easily, especially
recount text. Because in the PRWR steps students are invited to note active and
learn the material, on simple way are : Students preview the material then read it,
mark off what appear to be important ideas, and write the notes, at last student
need to learn their notes themselves by reciting the material.
3
B. The Problem of the Study
The problem of the study is formulated as follow:
“Is students’ achievement in reading recount text improved by the application of
Preview, Read, Write, and Recite (PRWR) method?”
C. The Objective of the Study
In line with the problem, the objective of the study is to find out whether the
applications of Preview, Read, Write, and Recite (PRWR) method improve
students’ achievement in reading recount text.
D. The Scope of the Study
This study focuses on improving student’s reading achievement particularly
reading recount text through the application of Preview, Read, Write, and Recite
(PRWR) method.
E. The Significance of the Study
Findings of this study are expected to be useful for:
a. English teachers to use certain method to improve students’ reading
achievement.
b. English learners to improve their reading skill and to enlarge their
knowledge about recount text.
c. Readers who would like to conduct the related research
1
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion on the previous chapters, the writer concluded that
reading is which one an important skill that should be mastered by the students
and reading skill is tested in national examination (UN). In addition teacher
need some factors such as method to advance student’s achievement, that’s
way through this paper the writer would like to discuss and suggest PRWR
method as which one alternative that can be applied by the teacher in class
room.
After analyzing the data, it was found that the application of PRWR
method in reading recount text helped students to improve student’s ability.
The total average scores of the students increase, it could be seen from the
comparison of result in the Orientation Test and the cycle Test I and Test II.
There were only 9 students who had passed minimum criteria KKM in
orientation test (75). The improvement showed that in cycle I and II, based on
the total average score it was 16 (42,4%) up to 26 (78,7%) in cycle II, beside
that PRWR Method made teaching-learning process enjoyable and decreased
students boredom in studying English. Findings showed that the achievement
of the first year student of SMAN 1 Delitua class X-8 in reading recount text
was improved.
41
2
B. Suggestion
After finding the result of the observation, some suggestions are given as follow.
1. It is suggested in teaching reading, the English teacher might be
considered to use PRWR method as one of alternative strategies since the
result can improve the reading ability.
2. In implementing PRWR method, the English should be able to create
interesting classroom for students and teacher needs to apply the steps
correctly in order that this method runs well.
3. Teacher need to give a variety of teaching methodology which is
appropriate to the material to keeps students active and interest to follow
English lesson, in this case the writer suggests to use PRWR method in
teaching reading recount text
4. Teacher has to give attention in their weaknesses, to make students feel
appreciated to the teacher.
5. Last but not least, the teacher needs to give more attention to time
management, to students and their weakness. To have students feel
appreciated, the teacher has to give reinforcement in every occasion to the
students.
3
REFERENCES
BNSP. 2006. Petunjuk Teknis Pengembangan Silabus Dan Contoh/ Model Silabus
SMA/MA Mata Pelajaran Bahasa Inggris. Jakarta: Depdiknas.
Brown, H. Doughlas. 2004. Language Assessments – Principles and Classroom
Practices. London: Longman.
Fredrica L. Stoller, William Grabe. 2001. Teaching and researching reading.
London : longman.
Gerrot, L & Wignell, P.1994. Making Sense of Functional Grammar. Cammeray:
antipodean educational enterprises.
Harmer, Jeremy. 2003. The Practice of language Teaching. London: Longman.
Hornby, A. S. 1995. Oxford Advance Learner’s Dictionary of Current English –
Fifth Edition. London: Oxford University Press.
Kemmis, S & Mctaggart, R.1988. The Action Research Planner. Third edition
Geelong: Deakin university.
Langan John. 2002.reading and study skill. Seventh edition. United states : Mc
Graw Hill.
Pardiono. 2007. Teaching genre based writing – pasti bisa. Yogyakarta: Andi
Yogyakarta.
R. Tomal Daniel. 2010. Action research for educators - second edition United
States of America. Rowman & Littlefield Education.
Serravallo, Jennifer. 2010. Teaching reading in small group - differentiated
instruction for building strategic, independent reader. Portsmouth:
Heinemann.
Sharma, Ram Kumar. 2008. Problems and Solutions of Teaching English. New
Delhi: Commonwealth.
Westwood Peter. 2008. What teachers need to know about reading and writing
difficulties. Australia: Ligare.
Http://en.wikipedia.org/wiki/reading%28process%29. (Accessed on Mei, 15th
2013 15:45 pm).
43