THE EFFECT OF TWO STAY TWO STRAY (TSTS) STRATEGY ON THESTUDENTS’ READINGCOMPREHENSION.
THE EFFECT OF TWO STAY TWO STRAY (TSTS)
STRATEGY ON THESTUDENTS’
READINGCOMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan, in Partial Fulfillment of Requirements
For the Degree of SarjanaPendidikan
By
NURTINI PANE
Registration Number. 209321026
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged , This thesis is my own work,
has been expressed in my own words, and has not previously been submitted for
assessment.
.I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, Maret 2015
The Researcher,
Nurtini pane
Reg.. 209321026
ABSTRACT
Pane, Nurtini. 209321026. The Effect of Two Stay Two Stray (TSTS) Strategy
On The Students’ Reading Comprehension. A Thesis. English Department,
Faculty of Languages and Arts, State University of Medan. 2015.
The objective of this study was to investigate whether Two Stay Two
Stray Strategy Reading significantly affected on students’ reading comprehension.
This study was an experimental design. The population of this study was grade
VIII students’ of SMP IT NurIhsan Medan with the total number of the students
was 60 students, and all of the students taken as the sample by using total
sampling. The students were divided into two groups, namely experimental and
control group. The Experimental group was taught by using Two Stay Two Stray
Reading while the control group was taught without using Two Stay Two Stray
Reading. The instrument for collecting data was reading test. To obtain the
reliability of the test, the reading applied Pearson Product Formula. The
calculation showed that the reliability of the test is 0,21. It was categorized very
high reliability. The data were analyzed by using t-test formula. The result of
analysis shows that t-observed value is higher than t table (4.34>2.000) at level of
significance 0.05 the degree of freedom 58. It means that the alternative
hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Based on the
findings of this study, it founds that there is a significant effect of using Two Stay
Two Stray Strategy on students’ reading comprehension.
Keywords:Two Stay Two Stray, Reading Comprehension, Narrative Text.
i
ACKNOWLEDGEMENT
First and foremost, the researcher would like to express thank to God, the
Almighty God for the mercy and guidance in giving her Blessings, Health,
Protection, Knowledge and opportunity so that this thesis entitled “The Effect of
Two
Stay
Two
Stray
(TSTS)Strategy
On
The
Students’
Reading
Comprehensioncould be completed. This thesis aimed at fulfilling one of the
requirements for the degree of SarjanaPendidikan at English Department, Faculty
of Languages and Arts, State University of Medan.
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere and special thanks to :
Prof. Dr. IbnuHajarDamanik, M.Si, Rector of State University of Medan.
Dr. IsdaPramuniati, M.Hum, the Deanof Faculty of Languages and Arts
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd.,the Head of English Department,
Dra. Meisuri,M.A the Secretary of English Department ,
Dra. MasitowarniSiregar, M.Ed, the Head of English Education Study
Program.
Dra. Rahmah,M.Hum, the Head of English Literature Department,
Drs.Willem Saragih,Dipl.Appl.,M.Pd, The Thesis Consultant.
Drs.MuhammadNatsir,M.Hum,Her Academic Advisor.
ii
The greatest and sincere thanks are fully addressed to her beloved parents
Alm.Hasan PaneandTiarminHarahapfor their love, pray, financial support,
and moral spiritual
Julpan Pane,Samsuddin Pane,Kalamuddin Pane,Marakali Pane. Her best
brothers.
All the lectures of English Department, for their valuable knowledge, advices,
and guidance during her academic years in English Department.
Sir Hendra,andMamEuis, for helping the writer preparing the documents for
the purposes of her thesis.
Reni Hasibuan, S.Pd, the Head Master of SMP NurIhsan Medan.
LailanMardiyah,Dian
Permana
Sari,Rida,Marni,HeriAdiKurniawan,Irma Suryani,her best friends.
Medan,Maret2015
The Researcher,
NURTINI PANE
Reg. No 20931026
iii
TABLE OF CONTENT
ABSTRACT ..............................................................................................................i
ACKNOWLEDGMENT .........................................................................................ii
TABLE OF CONTENTS .........................................................................................v
LIST OF TABLES ...................................................................................................vii
LIST OF APPENDIXES .........................................................................................viii
CHAPTER I. INTRODUCTION............................................................................1
a. The Background of The Study .................................................................1
b. The Problem of The Study .......................................................................4
c. The Scope of study of The Study .............................................................4
d. The Objective of Study ............................................................................5
e. Significant of The Study ..........................................................................5
CHAPTER II.Review of Literature .......................................................................6
a. Theoretical Framework…………………………………………………
1. Language Skill ..................................................................................6
2. Reading ..............................................................................................6
a. . Definition of Reading.................................................................6
b. The Purpose of Reading ...............................................................7
3. Reading Comprehension ....................................................................8
a. Definition of reading comprehension ..........................................8
4. Level of Comprehension ....................................................................9
a. Literal Comprehension .................................................................9
b. Inferential Comprehension ...........................................................9
c. Critical Comprehension ...............................................................10
d. Creative Comprehension ..............................................................10
5. Genre of Text .....................................................................................10
6. Narrative Text ....................................................................................10
iv
a. Definition of Narrative text ..........................................................10
b. Purpose of narrative text ..............................................................11
c. The Generic Structures of Narrative text. ....................................11
d. Language Feature of Narrative Text ............................................11
e. Types of Narrative Text ...............................................................12
f.
Example of Narrative Text ...........................................................14
7. Method of Language Teaching ..........................................................14
a. Approach ......................................................................................15
b. Method .........................................................................................15
c. Strategies ......................................................................................15
8. Two Stay Two Stray Strategy ............................................................16
a. The Procedure of Two Stay – Two Stray Strategy (TSTS) ............ 16
b. The Step Two Stay – Two Stray Strategy (TSTS) .......................... 17
9. Assessment /Evaluation for Reading .................................................18
a. Conceptual Framework ................................................................18
b. Hypothesis ....................................................................................18
CHAPTER III.Research Methodology ..................................................................19
A. Research Design .......................................................................................19
B. Population and Sample.............................................................................19
1. Population ..........................................................................................20
2. Sample ................................................................................................20
C. The Instrument of Collecting Data ...........................................................20
D. Scoring System ........................................................................................22
E. The Validity and Reliability of the Text ..................................................22
1. Validity ................................................................................................22
2. Reliability ............................................................................................23
F. The Procedures of Research .....................................................................24
1. Pre-test................................................................................................24
2. Treatment ...........................................................................................24
3. Post-test ..............................................................................................26
v
G. Technique for Analyzing Data .................................................................26
CHAPTER IV. THE DATA AND DATA ANALYSIS .........................................29
A. Data ..........................................................................................................29
B. Data Analysis ...........................................................................................30
1. Testing Reliability of the test .............................................................30
2. Analyzing the data using t-test ...........................................................30
C. Testing Hypothesis ...................................................................................32
D. Research Finding......................................................................................32
E. Discussion ................................................................................................33
CHAPTER V. CONCLUSIONS AND SUGGESTIONS......................................34
A. Conclusions ..............................................................................................34
B. Suggestions ..............................................................................................34
REFRENCES ...........................................................................................................35
APPENDIXES ..........................................................................................................50
vi
LIST OF TABLES
Pages
Table 1.1
Students score in Reading Comprehension in Narrative Test ..
3
Table 3.1
Experimental Research Design .................................................
28
Table 3.2
The Specification of the Test ....................................................
31
Table 3.3
Scenario of the Treatment for Experimental Group .................
34
Table 3.4
Scenario of the Treatment for Control Group3 ........................
35
vii
LIST OF APPENDICES
Pages
APPENDIX A ..............................................................................................
46
APPENDIX B ..............................................................................................
83
APPENDIX C ..............................................................................................
84
APPENDIX D ..............................................................................................
85
APPENDIX E ..............................................................................................
87
APPENDIX F ...............................................................................................
91
vii
CHAPTER I
INTRODUCTION
A. The Background Of The Study
Language is a unit of communication which is used in society situation
generally. In the case of language, there are four skills that are need to learn by
students, they are listening, speaking, reading and writing. One of the language
skills that should be learnt by English learners is reading. Reading is an essential
skill for all students at all levels. The students are required to be able to read, but
the students feel difficult when they want to draw the meaning and get
information from a reading text.
According to William and Fredicka(1988:4) reading can be thought of as
way to draw information from the text and form an interpretation of that
information. In reading, the students are expected to be knowledgeable and
familiar with what the teacher has explained in the context, where as in
comprehension the students are expected to have more skills than to explain
individual text or passage after comprehending them. The purpose of reading
comprehension is to get some skill to understanding the text.
Apparently, it is contrast to the fact that most of Grade VIII junior high
school students still have low score achievement in reading English. As
McNamara (2009) states that reading passage seems to be too difficult for them
because of some conditions. The conditions here refer to the failure of
understanding the words, the sentences, the sentences’ unity and organization, and
the lack of interest or concentration. That problem often happening when students
1
42
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Having analyzed the data, the researcher found that the using Two Stay
Two Stray (TSTS) Strategy significantly affects the students’ achievement in
reading comprehension, since the t-test > t-table (4,34>2,000; df = 58, p = 0,05).
The experimental class was taught by using Two Stay Two Stray Strategy while
control groups was without using Two Stay Two Stray Strategy. Based on the
theoretical and statistical findings.this research concludes that teaching reading
comprehension. The finding shows that the null hypothesis is rejected., so the
students’ achievement in reading comprehension taught by using Two Stay Two
Stray (TSTS) Strategy is higher than that without using Two Stay Two Stray
(TSTS) Strategy. This is because the using Two Stay Two Stray (TSTS) Strategy
in teaching reading comprehension enables the students to explore their ideas with
their own words, to ask questions in their mind and to activate their prior
knowledge as well with their team.
B. Suggestions
Based on the conclusion drawn above, it is suggested that :
1. English teachers use Two Stay Two Stray (TSTS) Strategy as affective
strategy to stimulate the students learning reading spirit and interest in
teaching–learning reading process.
43
2. Students use this strategy in order to make it easier for them to identify the
main thing from the text andshare their ideas and recognize their friends’
opinion.
3. The students’ readers who are interested in doing related study to find out
more information about the effectiveness Two Stay Two Stray (TSTS)
Strategy.
44
REFERENCES
Ary, Donald., Jacobs, L.C., Rezaiah, Asghar. 1979. Introduction to Research in
Education.USA: Library of Congress Cataloging.
Brown, D. H. 2004. Language Assessment: Principle and Classroom Practice .
New York: Pearson Education.
Burns, Roe, & Ross. 1984. Teaching Reading in Today’s Elementary School 3rd
Edition. USA : Hounton Mifflin.
Chasdan, A. 1979. Language, Reading and Learning. Great Britain : Basil
Blackwell.
Danielle, S.McNamara. 2009. Reading Comprehension Require Knowledge of
Words. American Journal of Education.
http://www.publiceducation.org/pdf/research/reading-comprehension.pdf
Accessed on March 2nd, 2013.
Grabe, W & Fredicka L. Stoller. 2002. Teaching and Researching Reading.
Britain Pearson Education.
Harmer, J.2003.The Practice of English Language Teaching,3rd Edition. London:
Pearson Education.
Nunan, D.2003. Practical English Language Teachinng. Western Hemisphre: Mc
Graw Hill.
Mc. Neil, J.D.1992. Reading New Direction for Classroom Practice, 3rd
Edition.New York: Harper Collins
Patel, M.F, & Praveen M. J. English Language Teaching (Methods, Tools &
Techniques).Japur: Sunrise Publishers & Distributors.
Richards, Jack & Rodger. 2001. Approaches and Methods in Language Teaching.
New York : Camridge University Press.
Serravallo, J.2010. Teaching Reading in Small Groups :Differentiated Instruction
for BuildingStrategic, Independent Readers.Portsmouth : Heinemann.
Shanahan, T. 2006. The National Reading Report : Practical Advice for Teachers.
Chicago: Learning Point Associates.
45
Slavin, R. E. 1990. Students Team Learning. A Practical Guide to Cooperative
Learning. Washington, D.C: National Educational
Wahidi, R. 2008-2009.Genre of the Text. http://rachmatwahidi.wordpress.com.
Accessed on March18th, 2013.
Wallace, et al.1979. Educational Assesment of Learning Problem. Testing for
Teaching .Boston: Ally and Bacon.
STRATEGY ON THESTUDENTS’
READINGCOMPREHENSION
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan, in Partial Fulfillment of Requirements
For the Degree of SarjanaPendidikan
By
NURTINI PANE
Registration Number. 209321026
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged , This thesis is my own work,
has been expressed in my own words, and has not previously been submitted for
assessment.
.I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, Maret 2015
The Researcher,
Nurtini pane
Reg.. 209321026
ABSTRACT
Pane, Nurtini. 209321026. The Effect of Two Stay Two Stray (TSTS) Strategy
On The Students’ Reading Comprehension. A Thesis. English Department,
Faculty of Languages and Arts, State University of Medan. 2015.
The objective of this study was to investigate whether Two Stay Two
Stray Strategy Reading significantly affected on students’ reading comprehension.
This study was an experimental design. The population of this study was grade
VIII students’ of SMP IT NurIhsan Medan with the total number of the students
was 60 students, and all of the students taken as the sample by using total
sampling. The students were divided into two groups, namely experimental and
control group. The Experimental group was taught by using Two Stay Two Stray
Reading while the control group was taught without using Two Stay Two Stray
Reading. The instrument for collecting data was reading test. To obtain the
reliability of the test, the reading applied Pearson Product Formula. The
calculation showed that the reliability of the test is 0,21. It was categorized very
high reliability. The data were analyzed by using t-test formula. The result of
analysis shows that t-observed value is higher than t table (4.34>2.000) at level of
significance 0.05 the degree of freedom 58. It means that the alternative
hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Based on the
findings of this study, it founds that there is a significant effect of using Two Stay
Two Stray Strategy on students’ reading comprehension.
Keywords:Two Stay Two Stray, Reading Comprehension, Narrative Text.
i
ACKNOWLEDGEMENT
First and foremost, the researcher would like to express thank to God, the
Almighty God for the mercy and guidance in giving her Blessings, Health,
Protection, Knowledge and opportunity so that this thesis entitled “The Effect of
Two
Stay
Two
Stray
(TSTS)Strategy
On
The
Students’
Reading
Comprehensioncould be completed. This thesis aimed at fulfilling one of the
requirements for the degree of SarjanaPendidikan at English Department, Faculty
of Languages and Arts, State University of Medan.
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere and special thanks to :
Prof. Dr. IbnuHajarDamanik, M.Si, Rector of State University of Medan.
Dr. IsdaPramuniati, M.Hum, the Deanof Faculty of Languages and Arts
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd.,the Head of English Department,
Dra. Meisuri,M.A the Secretary of English Department ,
Dra. MasitowarniSiregar, M.Ed, the Head of English Education Study
Program.
Dra. Rahmah,M.Hum, the Head of English Literature Department,
Drs.Willem Saragih,Dipl.Appl.,M.Pd, The Thesis Consultant.
Drs.MuhammadNatsir,M.Hum,Her Academic Advisor.
ii
The greatest and sincere thanks are fully addressed to her beloved parents
Alm.Hasan PaneandTiarminHarahapfor their love, pray, financial support,
and moral spiritual
Julpan Pane,Samsuddin Pane,Kalamuddin Pane,Marakali Pane. Her best
brothers.
All the lectures of English Department, for their valuable knowledge, advices,
and guidance during her academic years in English Department.
Sir Hendra,andMamEuis, for helping the writer preparing the documents for
the purposes of her thesis.
Reni Hasibuan, S.Pd, the Head Master of SMP NurIhsan Medan.
LailanMardiyah,Dian
Permana
Sari,Rida,Marni,HeriAdiKurniawan,Irma Suryani,her best friends.
Medan,Maret2015
The Researcher,
NURTINI PANE
Reg. No 20931026
iii
TABLE OF CONTENT
ABSTRACT ..............................................................................................................i
ACKNOWLEDGMENT .........................................................................................ii
TABLE OF CONTENTS .........................................................................................v
LIST OF TABLES ...................................................................................................vii
LIST OF APPENDIXES .........................................................................................viii
CHAPTER I. INTRODUCTION............................................................................1
a. The Background of The Study .................................................................1
b. The Problem of The Study .......................................................................4
c. The Scope of study of The Study .............................................................4
d. The Objective of Study ............................................................................5
e. Significant of The Study ..........................................................................5
CHAPTER II.Review of Literature .......................................................................6
a. Theoretical Framework…………………………………………………
1. Language Skill ..................................................................................6
2. Reading ..............................................................................................6
a. . Definition of Reading.................................................................6
b. The Purpose of Reading ...............................................................7
3. Reading Comprehension ....................................................................8
a. Definition of reading comprehension ..........................................8
4. Level of Comprehension ....................................................................9
a. Literal Comprehension .................................................................9
b. Inferential Comprehension ...........................................................9
c. Critical Comprehension ...............................................................10
d. Creative Comprehension ..............................................................10
5. Genre of Text .....................................................................................10
6. Narrative Text ....................................................................................10
iv
a. Definition of Narrative text ..........................................................10
b. Purpose of narrative text ..............................................................11
c. The Generic Structures of Narrative text. ....................................11
d. Language Feature of Narrative Text ............................................11
e. Types of Narrative Text ...............................................................12
f.
Example of Narrative Text ...........................................................14
7. Method of Language Teaching ..........................................................14
a. Approach ......................................................................................15
b. Method .........................................................................................15
c. Strategies ......................................................................................15
8. Two Stay Two Stray Strategy ............................................................16
a. The Procedure of Two Stay – Two Stray Strategy (TSTS) ............ 16
b. The Step Two Stay – Two Stray Strategy (TSTS) .......................... 17
9. Assessment /Evaluation for Reading .................................................18
a. Conceptual Framework ................................................................18
b. Hypothesis ....................................................................................18
CHAPTER III.Research Methodology ..................................................................19
A. Research Design .......................................................................................19
B. Population and Sample.............................................................................19
1. Population ..........................................................................................20
2. Sample ................................................................................................20
C. The Instrument of Collecting Data ...........................................................20
D. Scoring System ........................................................................................22
E. The Validity and Reliability of the Text ..................................................22
1. Validity ................................................................................................22
2. Reliability ............................................................................................23
F. The Procedures of Research .....................................................................24
1. Pre-test................................................................................................24
2. Treatment ...........................................................................................24
3. Post-test ..............................................................................................26
v
G. Technique for Analyzing Data .................................................................26
CHAPTER IV. THE DATA AND DATA ANALYSIS .........................................29
A. Data ..........................................................................................................29
B. Data Analysis ...........................................................................................30
1. Testing Reliability of the test .............................................................30
2. Analyzing the data using t-test ...........................................................30
C. Testing Hypothesis ...................................................................................32
D. Research Finding......................................................................................32
E. Discussion ................................................................................................33
CHAPTER V. CONCLUSIONS AND SUGGESTIONS......................................34
A. Conclusions ..............................................................................................34
B. Suggestions ..............................................................................................34
REFRENCES ...........................................................................................................35
APPENDIXES ..........................................................................................................50
vi
LIST OF TABLES
Pages
Table 1.1
Students score in Reading Comprehension in Narrative Test ..
3
Table 3.1
Experimental Research Design .................................................
28
Table 3.2
The Specification of the Test ....................................................
31
Table 3.3
Scenario of the Treatment for Experimental Group .................
34
Table 3.4
Scenario of the Treatment for Control Group3 ........................
35
vii
LIST OF APPENDICES
Pages
APPENDIX A ..............................................................................................
46
APPENDIX B ..............................................................................................
83
APPENDIX C ..............................................................................................
84
APPENDIX D ..............................................................................................
85
APPENDIX E ..............................................................................................
87
APPENDIX F ...............................................................................................
91
vii
CHAPTER I
INTRODUCTION
A. The Background Of The Study
Language is a unit of communication which is used in society situation
generally. In the case of language, there are four skills that are need to learn by
students, they are listening, speaking, reading and writing. One of the language
skills that should be learnt by English learners is reading. Reading is an essential
skill for all students at all levels. The students are required to be able to read, but
the students feel difficult when they want to draw the meaning and get
information from a reading text.
According to William and Fredicka(1988:4) reading can be thought of as
way to draw information from the text and form an interpretation of that
information. In reading, the students are expected to be knowledgeable and
familiar with what the teacher has explained in the context, where as in
comprehension the students are expected to have more skills than to explain
individual text or passage after comprehending them. The purpose of reading
comprehension is to get some skill to understanding the text.
Apparently, it is contrast to the fact that most of Grade VIII junior high
school students still have low score achievement in reading English. As
McNamara (2009) states that reading passage seems to be too difficult for them
because of some conditions. The conditions here refer to the failure of
understanding the words, the sentences, the sentences’ unity and organization, and
the lack of interest or concentration. That problem often happening when students
1
42
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Having analyzed the data, the researcher found that the using Two Stay
Two Stray (TSTS) Strategy significantly affects the students’ achievement in
reading comprehension, since the t-test > t-table (4,34>2,000; df = 58, p = 0,05).
The experimental class was taught by using Two Stay Two Stray Strategy while
control groups was without using Two Stay Two Stray Strategy. Based on the
theoretical and statistical findings.this research concludes that teaching reading
comprehension. The finding shows that the null hypothesis is rejected., so the
students’ achievement in reading comprehension taught by using Two Stay Two
Stray (TSTS) Strategy is higher than that without using Two Stay Two Stray
(TSTS) Strategy. This is because the using Two Stay Two Stray (TSTS) Strategy
in teaching reading comprehension enables the students to explore their ideas with
their own words, to ask questions in their mind and to activate their prior
knowledge as well with their team.
B. Suggestions
Based on the conclusion drawn above, it is suggested that :
1. English teachers use Two Stay Two Stray (TSTS) Strategy as affective
strategy to stimulate the students learning reading spirit and interest in
teaching–learning reading process.
43
2. Students use this strategy in order to make it easier for them to identify the
main thing from the text andshare their ideas and recognize their friends’
opinion.
3. The students’ readers who are interested in doing related study to find out
more information about the effectiveness Two Stay Two Stray (TSTS)
Strategy.
44
REFERENCES
Ary, Donald., Jacobs, L.C., Rezaiah, Asghar. 1979. Introduction to Research in
Education.USA: Library of Congress Cataloging.
Brown, D. H. 2004. Language Assessment: Principle and Classroom Practice .
New York: Pearson Education.
Burns, Roe, & Ross. 1984. Teaching Reading in Today’s Elementary School 3rd
Edition. USA : Hounton Mifflin.
Chasdan, A. 1979. Language, Reading and Learning. Great Britain : Basil
Blackwell.
Danielle, S.McNamara. 2009. Reading Comprehension Require Knowledge of
Words. American Journal of Education.
http://www.publiceducation.org/pdf/research/reading-comprehension.pdf
Accessed on March 2nd, 2013.
Grabe, W & Fredicka L. Stoller. 2002. Teaching and Researching Reading.
Britain Pearson Education.
Harmer, J.2003.The Practice of English Language Teaching,3rd Edition. London:
Pearson Education.
Nunan, D.2003. Practical English Language Teachinng. Western Hemisphre: Mc
Graw Hill.
Mc. Neil, J.D.1992. Reading New Direction for Classroom Practice, 3rd
Edition.New York: Harper Collins
Patel, M.F, & Praveen M. J. English Language Teaching (Methods, Tools &
Techniques).Japur: Sunrise Publishers & Distributors.
Richards, Jack & Rodger. 2001. Approaches and Methods in Language Teaching.
New York : Camridge University Press.
Serravallo, J.2010. Teaching Reading in Small Groups :Differentiated Instruction
for BuildingStrategic, Independent Readers.Portsmouth : Heinemann.
Shanahan, T. 2006. The National Reading Report : Practical Advice for Teachers.
Chicago: Learning Point Associates.
45
Slavin, R. E. 1990. Students Team Learning. A Practical Guide to Cooperative
Learning. Washington, D.C: National Educational
Wahidi, R. 2008-2009.Genre of the Text. http://rachmatwahidi.wordpress.com.
Accessed on March18th, 2013.
Wallace, et al.1979. Educational Assesment of Learning Problem. Testing for
Teaching .Boston: Ally and Bacon.