Ana
Ana
: ADE IRAWAN
SRN
: 2010.111.286
Class
: 5.G
Subject
Lecturer
1.
Background
A language is considered to be a system of communicating with other people using
sounds, symbols and words in expressing a meaning, idea or thought. This language can be
used in many forms, primarily through oral and written communications as well as using
expressions through body language.
Language may refer either to the specifically human capacity for acquiring and using
complex systems of communication, or to a specific instance of such a system of complex
communication.
According to Brown, H. Douglas (2007:384), language is a systematic means of
communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or
marks having understood meanings.
Language is a complex, specialized skill, which develops in the child spontaneously,
without conscious effort or formal instruction, is deployed without awareness of its
underlying logic, is qualitatively the same in every individual, and is distinct from more
general abilities to process information or behave intelligently. (The language Instinct,
1994:6)
On the other hand, according to Ron Scollon (2004, p.272), wish to emphasize that,
first of all, language is not something that comes in nicely packaged units and that it
certainly is a multiple, complex, and kaleidoscopic phenomenon.
Teaching English to the students can said tricky. Many people argue that describe the
subject matter is very difficult because English is a foreign language inevitably be carried out
under the demands of the curriculum in force in our country.
Many students feel confused when they want to speak English with smart fast way.
But they were confused where to start. Does first have to master grammar, conversation,
vocabulary, reading or writing?
Vocabulary is one of the language aspects. The students cannot read, speak, listen, and
write without understanding the meaning of words. But, by teaching vocabulary first, the
students easily able to read, understand and memorize vocabulary more quickly because this
is a very effective way.
In addition, a better way and easier to teach English, especially vocabulary to students
is by using games, such as word search puzzle game. Because this game could be an
alternative or variation in the methods of English teaching for teachers. With this method,
students will not feel bored in learning English. But they will become critical and active
children in learning English.
Word search puzzle can be designed for any educational levels, which make them an
ideal learning activity for the students.
Teaching vocabulary through word search puzzle is not only in written activities and
fun so that it would make the students passive learners but also process of the teaching these
vocabulary at to be applied in active activities in a for of communication the students will be
taught how memorize for a spelling test to do a word search.
Based on the above statements, the writer takes the title of this study as follow
teaching vocabulary with the theme fruits through word search puzzle to the seventh grade
students of the State Junior High School 16 of Palembang.
2.
Problem
The problem of this study is to find out whether the word search puzzle is affective or
not for teaching vocabulary to the seventh grade students of the State Junior High School 16
of Palembang.
2.1
6. Guava
11. Pineapple
2.2
2. Apple
7. Kiwi
12. Jackfruit
3. Orange
8. Melon
13. Mango
4. Peach
9. Date
14. Grape
5. Cherry
10. Olive
15. Pear
vocabulary with the theme fruits through word search puzzle to the seventh grade students
of the State Junior High School 16 of Palembang.
4.
5.
Hypotheses
The hypothesis is a tentative answer to the problem of research, until proven by the
2. (Ha)
6.
table for one tailed test. Since the degree of freedom (df) is 39 (40-1=39) with 95% or 0, 05
significance level for one-tailed test, the criteria value in the t-table is 1.684. If the result of
the matched t-test is the same or less than 1.684, the null hypotheses (Ho) will be accepted.
On the other hand, if the result of matched t-test is equal to or exceeds 1.684, the alternative
hypotheses (Ha) will be accepted and consequently the null hypotheses (Ho) will be rejected
(Hatch and Farhady, 1982:272).
7.
Literature Review
In literature review, the writer discusses:
7.1
Concept of Teaching
According to Newton (1992: ii), teaching is a profession conducted by using a
combination of art, science, and skill. It is an art because it relies on the teachers creative
provision of the best possible learning environment and activities for his/her students. It is a
science since it is a system and ordered set ideas and method used by the teacher in doing
his/her job. Further more teaching is skill for it demands the ability-attained from relevant
theories and that they are able to gain linguistic and communicative competence in the target
language.
According to Finocchiaro, 1982:5), teaching is trying to keep the students motivation
high by using a variety of short activities-four to six different activities-within a 45-minute
period cantering around the same teaching point, whether a grammatical feature, a notion, or
a function of language, through the cognitive-code theory, that is, the inductive presentation
of a linguistic item or category, with tasks and activities that will lead to habit formation of
features of pronunciation, morphology, and syntax, which will in turn, lead to fluency and
accuracy by focusing more specifically on social communication as the major of objective of
language teaching.
Teaching is an interactive process between the teacher and students and among
students themselves. The students need to comprehend the new language, but can best do this
when allowed asking about what it is they do not understand rather than rely on their teacher
or textbook to anticipate areas of comprehension difficulty and simplify a priority (Pica,
1992:4)
Teaching is accompanied by evaluation to know the results of teaching-learning
activities because evaluation is a necessary component of all activities, especially in TEFL,
whose main objective is to monitor, to help, and to grade the students use of the language.
(Oller, Jr, 1987: 21)
Teaching is showing or helping someone to learn, giving instructions; guiding;
providing with knowledge; causing to know or understand. (Brown, H. Douglas, 2007:391)
7.2
Concept of Vocabulary
Vocabulary is a set of LEXEMES, including single words, COMPOUND WORDS and
IDIOMS
puzzle it self kind to play that can be used to practice certain language features at certain
phases in learning process in order to develop communication skill.
7.4. Teaching Vocabulary through Word Search Games
To success in teaching vocabulary through word search puzzle, the teacher should
have different technique for different level.
Teaching vocabulary through word search puzzle enables the students to find out to
information or guests the meaning on unfamiliar words. So, the word search puzzle can help
the students. The students may be happy and interesting in learning and they always try to
know the new words from word search puzzle.
Relating to the importance of teaching vocabulary through word search puzzle, as far
as it is know some students are always confused with the problem of through puzzle. In this
case, there are many ways to making the students interested in what they are learning the
teacher can create a game, which the student can think about new words that related with the
topic of word search puzzle. Teaching vocabulary by using word search puzzle make students
more relax, enjoyable, happy and the students understanding the material. And also can
improve their achievement.
Children without an extensive vocabulary have a hard time understanding what
theyre reading, especially as they get older and reading material becomes more difficult. To
complicate matters, most young readers, including different learners, have a larger spoken
vocabulary than a reading vocabulary. (Goodman, Lori. Wordplay, 2003:13)
7.5
written by Supriyani (2001). The title of her thesis is: TEACHING ENGLISH
VOCABULARY USING PUZZLE TO THE SEVENTH YEAR STUDENTS OF THE
STATE JUNIOR HIGH SCHOOL YAYASAN PEMBINA PALEMBANG. The purposes of
her thesis are:
(1) To find out the whether or not there are differences in vocabulary using puzzle and the
students who are not taught without puzzle.
(2) To know how the students ability in vocabulary mastery after they are taught using
puzzle.
From the study above, the writer compares her research with those of Supriyani.
There are similarities and differences between her and the writer. The similarities between the
previous study and this study: (1) the instrument used by the previous study was the puzzles,
(2) the puzzle was used by the previous study for teaching vocabulary. This studies the
experimental method for teaching vocabulary. And the differences are the location of the
research and the samples of the research. The result of Supriyanis thesis is teaching
vocabulary through puzzle was effective to the seventh year students of SMP Yayasan
Pembina Palembang.
8.
Research Procedure
In method and procedure focuses on the discussion of (1) Research Variables, (2)
Operational Definitions, (3) Method of Research, (4) Population and Sample, (5) Techniques
for collecting the Data, (6) Techniques for Analyzing Data.
8.1
Research Variables
There are two kinds of research variables. They are independent variable and
dependent variable. Independent variable is presumed to have an effect on, to influence some
how another variable, while dependent variable is a variable that the independent variable is
presumed to affect (Fraenkel and Wallen, 1990:39)
Variable is any trait that can change values from case to case. Examples of variables
would be gender, age, income, or political party affiliation. In any specific theory, some
variables will be identified as causes and others will be identified as effects or result. In the
language of science, the causes are called independent variables and the effects or result
variables are called dependent variables. (Healey, Joseph F. 1999:3)
In my research variable, the independent variable on this investigation is the word
search puzzle and dependent variable is teaching vocabulary.
8.2
Operational Definitions
In this part, some important terms must be operationally defined to avoid
misinterpretation and misunderstanding on what this thesis is discussing about. They are: (1)
Teaching, (2) Vocabulary, (3) Word Search Puzzle.
(1) Teaching
Teaching is activities guiding the students learning activities, arranging, and
organizing environment around. The students can stimulate and develop the students to learn
the turn of the teaching is a prove performed by the teacher to increase students learning
activities.
Method of Research
According to Hornby (1995:780), method is the way of doing something. In writing
this study, the writer will use the experimental design. Richards, et.al (1985:100) states that
an experimental method is an approach to educational research in which the idea of
hypothesis is tested or verified by setting up situation in which relationship between different
subjects or variables can be determined.
The method used in conducting this research is experimental method. Dealing the
experimental method, Isaac and Michael (1982:54) states that is it use to approximate the
conditions of the true experiment in a setting, which does not allow the control and/ or
manipulation of all relevant variables. The following are the step taken in doing this research.
1. Surveying the literature relating to problem
2. Determining the type of research to be conducted, and how it will be affect the design of
the research investigation.
3. Establishing clearly the goals and objectives of the made, and the how these translate into
testable research hypotheses.
4. Identifying the population from which inferences are made, and the limitations of the
sample drawn, for purposes of the investigation.
8.4 Population and Sample
8.4.1. Population
Population is all data that concerns us in a scope and time that we specify. Thus,
population-related data, not human. If every human being to provide a data, the number or
size of the population will be equal to the number of humans. (Margono, S. 2009:118).
Understanding others, mentions that the whole object of the study population was
composed of humans, objects, animals, plants, symptoms, test scores, or events as a source of
data that have certain characteristics in a study. (Hadari Nawawi, 1983:141)
The population of this research in the seventh grade student of State Junior High
School 16 of Palembang in the academy year at 2009/2010. There were five classes VII A
until VII E consisted of 4 students, so the total of than was 200 students.
Table seventh grade students at State Junior High School 16 of Palembang are 200
students as shown in table 1 below:
Table 1
The population of the study
No
Class
Students
1
VII A
40
VII B
40
VII C
40
VII D
40
VII E
40
Total
200
8.4.2. Sample
Sample is any group of individual, which selected to present a population.
(Richards,et al,1992:321)
Arikunto (1993:104) states that the sample is any number of things, people or events
which are less than the total population. In this research, the sample of the study is dawn from
the population by using cluster random and sampling.
8.5.1
TABLE 2
TEST OF SPECIFICATION
Objectives
Indicator
No of Items
The student
1- 20
comprehend the
the choose a, b, c,
and d (multiple
choices) to
to the fruits
complete the
sentences
8.5.2
Where
KR 21 = Kuder-Richardson Reliability Coefficient
K
SD
Where
X
= Number of Students
t=
where:
: The value by which statistical significance of the mean difference are judged
X1
X2
SD
Where:
SD
: Number of Pairs
Where:
SD
: Number of pairs
REFERENCES
Brown, H. Douglas.2007. Principle of Language Learning and Teaching. New York:
Pearson Education, Inc.
Richard, Jack, John Platt and Heidi Weber.1985. Longman Dictionary of Applied
Linguistics. Harlow England: Longman Group Limited.
Fraenkel, Jack. R and Norman.E. Wallen. 1990. How to Design and Evaluate
Research. New York: Mc.Graw Hill.Inc.
Saleh, Yuslizal.1997. Methodology of TEFL in the Indonesian Context Book
I. Palembang: Faculty of Teacher Training and Education University of
Sriwijaya Palembang.
Healey, Joseph F.1999. Statistics: a Tool for Social Research. New York: Wadsworth
Publishing Company.
Hornby, A.S.1995. Oxford Advanced Learners Dictionary. Oxford: Oxford
University Prees.
Jackson, Howard. 2000. Words, Meaning, and Vocabulary. Newyork: The Gromwell
Press. Trowbridge.
Margono, S. 2009. Metodologi Penelitian Pendidikan. Jakarta: PT. RINEKA CIPTA
Rositasari, Tri. 1997. Increasing Students Vocabulary Through Quartet Game in the
Fifth Year at SD Methodist 1 Palembang. Unpublished: Faculty of Teacher
Training and Education Sriwijaya University Indralaya.
Goodman, Lori. 2003. Wordplay. USA: McGraw-Hill Companies.
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: PT.
RINEKA CIPTA.
Compiled by :
ADE IRAWAN
Student Registration Number 2010.111.286
Class 5A
Language And Arts Education Department
1. What are the students difficulties in comprehending the English reading text?
2. What are the factors that cause students difficulties in comprehending the English reading
text?
3.
What is dominant factor that faced by students in comprehending the English reading text?
1.3. The objectives of the study
The objectives of this study are:
1. To find out the students difficulties in comprehending the English reading text.
2.
To find out the factors that causes the student difficulties in comprehending the English
reading text.
3.
To find the dominant factor that causes the students difficulties in comprehending the
English reading text.
1.4. The significance of the study
1. Be useful for the teacher in helping their students in comprehending the English reading text
after the teacher find out the factors that cause students difficulties in comprehend the reading
text.
2. Be useful for the students to improve their ability in comprehending the English reading text
and to be more active in learning English.
3. It is hoped that this thesis will be useful for the next researchers.
2. Literature review
This chapter presents: 1) The concept of reading, 2) Reading skills, 3) The concept
reading comprehension, 4) The difficulties in reading comprehension, 5) The factors that
cause students difficulties in comprehending the reading text, 6) Previous related study.
2.1. The concept of Reading
According to Elizabeth (2008:1-2) Reading is the process of constructing meaning
from print and from other symbol. Reading involves not just the print and the illustrations,
but also readers bringing to the process their knowledge of the world and their past
experiences. The reading process does not involve reading every single letter and that is why
proofreading is so difficult: when you are very familiar with the ideas you hardly need to read
the words at all.
Reading is interactive process---as conversation is because is both reader and writer
depend on each other. The interaction is complicated by the fact that the writer is absent at the
time of reading; so he gets no feedback and cannot know what parts of her text will cause
misunderstanding. He has to guess and shape the text accordingly, but as he never knows who
the readers will be, he will never completely succeed (Nuttal, 1996:11).
According to Rudd (1989:5) Reading is a highly complicated process which relies on
great variety of skill, and skills is the operative word here. Reading is vital to daily life. Not,
a day goes past without reading, even if its only selecting the correct packet from the kitchen
shelf or reading street sign.
According to McCracken and Walcutt (1969:4) Reading is to get information of some
sort from the printed page. But since we get information in the same way from spoken
language, this purposes does not define reading in a way that distinguishes it from talking.
Reading is seen as selective process taking place between the reader and the text, in
which background knowledge and various of language interact with information in the text to
contribute to text comprehension.
Based on explanation above, its can be concluded that reading means a process between the
readers to understanding the messaging that is written from the text.
2.2. Reading skills
Reading skills should be taught functionally. Therefore, as you as a middle or
secondary school teacher must teach reading skill in your regular contents courses. Besides,
learning to use these skills while reading material they must study anyway gives students a
reason for trying them. (Clark and Starr, 1981:271)
According to Cochran (1993: 12) Reading skills contents of :
1. Vocabulary
a.
b.
Learning English (literary or grammatical) meaning for common words (e.g., romantic,
subject, act).
c.
d.
Understanding how new words are coined or how they enter our language (e.g., snafu,
morpheme).
2. Comprehension
a.
b. Following directions.
c.
Recognizing sequence
Making comparisons
f.
Responding to imagery
1.
Study reading on difficult textbook or technical material when your purpose is thorough
understanding and/or memorization. study reading rates usually do not exceed 250 words per
minute.
2.
Rapid reading should be used when your purpose is to get a general idea of what you read
and when the material is not extremely complicated. types. types of material suitable for rapid
reading include newspapers, magazines, novels, and light nonfiction.
3. Skimming is quickly looking over a selection to get the general idea rather than reading every
word. it is used (1) when surveying a chapter or article, (2) when all you need is a general
overview, and (3) when reviewing something you once read to refresh your memory. to give
you an example of skimming, we have emphasized some words, in the following article.
4. Scanning is locating specific information, such as a name, a place, or a date. For example,
when you look up something in the dictionary or in the telephone book, you are scanning.
you run your eyes over the page and read only the information surrounding what you are
looking for. You may also use scanning in textbooks-for example, when you particular name
or date in a chapter.
2.3. The Concept of Comprehension
2.3.1. Definition of Reading Comprehension
Comprehension is understanding the meaning of what is the read from the print,
illustrations, layout and design (Elizabeth, 2008:190). Stop think for a moment. You are
probably a very proficient reader, and proficient readers take comprehension for granted. As
you read this book the written symbols create meaning. When you comprehend the words,
does this mean that you are making that you are making a mental image of the information in
the words? Does comprehension depend on decoding and pronouncing the words on the
pages? Comprehension is both of these things.
According to Elizabeth (2008:190) is the act simultaneously and constructing meaning
from the text. Students have to extract meaning from the printed words on the page by
working out how print operates to represent words. They also need to build new meanings by
integrating new ideas with old information. In doing this , they are constructing meanings.
According to Hornby in Lusiana (2007:10) reading comprehension means reading with
the power of understanding of the printed symbols.
Reading comprehension is the goal instruction in reading and recognition is a means to help
achieve that goal( Choate, 1995:153).
According to Bartlet in Nunan (1995:68), discourse comprehension involves a
transaction of utilizing linguistic cues and background knowledge to reconstruct meaning,
these schemata are extremely important, particularly to second
language.
According to Abdulaziz and
3. Using new vocabulary Questions on new vocabulary words are intended to lead the student
through the reading idea by idea and new word by new word.
4.
Additional reading This reading usually includes only one quick exercise to test
comprehension. I is not a timed reading and is not reading and is not meant for extensive
analysis.
According to Richards ,et al in Jaya(2005:9) states that readers purposes in reading and
the types of reading used referred to:
1.
2. Inferential comprehension, where reading in order to find information, which is not explicitly
stated in a passage, using the readers experience and institution, and by inferring.
3. Critical or evaluation comprehension, where in order to compare information in a passage
with the readers own knowledge and values.
4. Appreciative comprehension, where reading in order to gain an emotional or other kind of
valued response from a passage.
According to Wagman (1984:95) Comprehension, or understanding what has been
decoded, in the essence of reading. A readers ability to comprehend is built on aptitude in
associating meaning with printed symbols and relating these meanings to personal language
patterns and personal experience. When decoded symbols produce familiar concepts, the
readers ability to understand the authors message is greatly enhanced.
2.4. The Difficulties in Comprehending Skill
According to Edna Wagman (1984:95) Much greater difficulty in measuring
comprehension is apparent when one tries to evaluate the readers understanding in the more
intangible areas of critical reading and thinking, judging, evaluating, or applying
understanding gained from the printed page.
According to Perera (1894:274 ), there are types of difficulty in reading comprehension,
they are:
1.
2. when the subject matter is outside the readers knowledge and experience. In this case, it is
possible for all the words of the text to be understood but for the whole not to make sense.
3.
presented by unfamiliar vocabulary. Some of the book written for junior school pupils,
contains several words which are unlikely to be known by young children.
The lack of ability to predict the meaning of words in the reading texts and students has
limited vocabulary.
3. The lack of students abilities to discriminate or different between noun and adjective. The
students less comprehends in grammar of reading text.
4. The lack of background knowledge about the reading text.
5. The lack of comprehending about reading text.
There are five reasons that causes the students fault in reading (Nuttal, 1996:35), they
are:
1. Negative expectations
Perhaps you expected them not to succeed; negative expectations are easily detected and
are known to influence student performance adversely.
2. Unsuitable tasks
Perhaps the task were at fault: too difficult, of the point or boring.
3. The wrong procedures
Did you use the task to promote learning (not just to test), by providing Scaffolding, to
help students to develop their capacity to interpret. Some of the steps you can take in roughly
the sequence in which you would use them in class are the following:
Encouraging: urging students to have try, praising them for what they get right, not blaming
them for what they get wrong but using it to help them improve
Prompting: Helping students complete the original task by giving cues, asking easier
questions, setting supplementary tasks.
Probing: finding out way a students has given a particular answer, so that if need be you can
help him to see where he went wrong.
Modeling: demonstrating appropriate ways of doing thing so that the students will understand
what is wanted.
4. Expecting them to run before they can walk
Expecting too much too soon, students accustomed to a passive role must be gently eased
into active participation, and required only gradually to take responsibility for their reading.
5. The wrong texts
In this research the writer will be investigated the factors that6 cause the students
difficulties in comprehending the English reading text, such as: (1) Factor from the teacher;
inappropriate reading strategies, the method in explaining the reading skills towards to
students, and time . (2) Factor from the students; lack of vocabulary knowledge, situation,
students attitude. (3) Factor from the text; unsuitable reading text, unfamiliar vocabulary,
grammatical in text.
2.6. Previous Related Study
In this research the writer also describes the previous studies. The previous studies
here are by Putra Jaya and Septi U Putri. Jayas title is difficulties comprehending reading
text faced by third year of the State Senior High School 6 of Bengkulu. And Putris title is
the factors that cause students difficulties in reading text in the second year at the Vocational
State Senior High school of 1 Bengkulu.
Both of these have similarity and differences toward this research that will be done by
the writer. The similarity is both studies talking about the students problem in reading subject.
The differences is that the writer try to find out the factors that cause students
difficulties in comprehending the English reading text, meanwhile Jayas thesis try to find out
the difficulties comprehending reading text faced by third year of the State Senior High
School 6 of students Bengkulu. The results of Jayas thesis are the students got difficulties in
comprehending the reading material because of lack of vocabulary. Based on his
investigation, he found that students got difficulties in critical reading, applied
comprehension , inferential comprehension, literal comprehension, grammatical structure,
and efficient reading.
The second thesis by Putri, she found that the factors in reading text are vocabulary
factors, grammar factors, and the whole a text factors.
3. Research Procedures
population amid sample, 4) The technique for collecting the data, 5) Validity and Reliability,
and 6) The technique for analyzing the data.
3.1. Method of Research
The method that will be used in this research is descriptive method. Where the date
describe objectively or based on the fact. This method will be used because the writer wants
to describe the factors that cause students difficulties in comprehending the English reading
text of the eight year students of the State Junior High School 1 of Pagaralam. Gay
(1976:189) states that descriptive involves collecting date in order to test hypothesis or
answer concerning the current status of the subject of the study.
3.2 Operational Definitions
The title of this research is The Factors That Causes Students difficulties in
Comprehending the English Reading Text of the State Junior High School 1 of Pagaralam.
To avoid misunderstanding about terms, the writer defines them, they are: factors, cause,
difficulty, comprehend, and English reading text.
1.
learning
understanding.
5. English reading text refer to all kinds of reading material that used by the students in learning
process; e.g., text book passage, worksheet questions, short stories, interest artifices, etc.
3.3. The Population and Sample
3.3.1. The Population
According to Fraenkel and Wallen(1990:84) states that the population refers to all the
members of particular group. It is the group. It is group of interest to the researcher, the group
of whom the researcher would like to generalize the result of a study. The population of the
research is the eight year students of the State Junior High School 1 of Pagaralam in
academic year 2010/2011. the total number of students is 152 students and from 4 classes.
TABLE 1
THE POPULATION OF RESEARCH
No Classes
1
8.A
2
8. B
3
8.C
4
8.D
Total
Total
38
38
38
152
TABLE 2
SAMPLE OF THE RESEARCH
No
1
Classes
8. B
Total
38
No
1
2
3
4
5
6
Reading to measure
Specific information
Detailed information
Gist idea
Specific main idea
Detailed main idea
Guessing meaning of the
3.5.2. Reliability
Reliability refers to the consistency of the scores obtainedhow consistent they are
for each individual from one administration of an instrument to another and from one set of
items to another (Fraenkel and Wallen, 1990:133).
In this research the writer will be used KR21(Kurder-Richardson 21) formula to
measure reliability of the test items. The following is the Kurder Richardson 21(KR21)
formula.
KR 21 =
Where:
KR21 = Kurder Richardson reliability coefficient
K
SD
And
SD
Where:
SD
Where:
P
= Percentage
= Frequency
percentage. In order to get percentage scores, the total of the students choices is divided by
the total number of sample students and multiplied by 100%(Lusiana, 2007:24).
P =
Where:
P
= Percentage
= Frequency
REFERENCES
Fraenkel, and Wallen. 1990. How to Design and Evaluate Research in
Education. America: Mc
Graw-Hill, Inc.
Arikunto, Suharsimi 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Elizabeth, Susan. 2008. Developing Literacy: Assessment and Teaching. China: Sue Hill.
Abudulaziz, and Stover. 1989. Academic Challenges In Reading. New Jersey: Prentice Hall, Inc.
McCracken, and Walcutt. 1969. Basic Reading. Sacramento: California State Department of
Education.
Cochran. 1993. Reading In the Content Areas for Junior High School and High School. America: Allyn
and Bacon.
Latulippe. 1987. Developing Academic Reading Skill. New Jersey: Prentice Hall, Inc.
Clark, and Starr. 1986. Secondary and Middle School Teaching Methods. America: Macmillan, Inc.
Burgmeir, Arline. 1991. Academic Vocabulary Study. New Jersey: Prentice Hall, Inc.
Wagman, Edna. 1984. The Assessment In Reading. New Jersey: Prentice Hall, Inc.
Cutler, Wade E. 1993. Triple Your Reading Speed. New York: Prentice Hall.
Linda Markstein. 1981. Developing Reading Skill. America: New Bury House Publisher.
Rudd, Shirley. 1984. Time Manage Your Reading. England: Gower Publishing Company Limited.
Inmon, and Lenier. 1992. College Reading Book 2. New York: Prentice Hall.
Jeremy, Harmer. 1998. How to Teach English. Longman: Cambridge University Press
Gay, L.R. 1976. Educational Research Competencies for Analysis and Application. Singapore: Merril.
Hornby. 1955. Oxford Advanced Learners Dictionary of Current English. Great Britain: Oxford
University Press.
Husnaini, R. 2003. The First Year Students Difficulties in Answering Reading Comprehension
Question in Accordance with Reading Skill at SMU negeri 3 Palembang. Thesis.
Palembang: University of PGRI Palembang.
Jaya, P. 2005. The Difficulties in Comprehending Reading Text Faced by Third Year of SMU Negeri 6
Students Bengkulu. Unpublished Thesis. Bengkulu: Universitas Bengkulu.
Lusiana, M. 2007. Some Problems in Teaching Reading Comprehension entitledHelicopter to the
Eight Year Students of SMP Negeri 35 Palembang. Thesis. Palembang: Universitas of PGRI
Palembang.
Nunan, D. 1996. Language Teaching Methodology: A Textbook for Teachers. Great Britain: Redwood
Books.
Nuttal, C. 1996. Teaching Reading Skill in a Foreign Language. Great Britain: Heineman.
Putri, S, U. 2003. The Factors that Cause Students Difficulties in Reading Text in The Second Year
Students at SMKN 1 Bengkulu. Thesis. Bengkulu: University of Bengkulu.
Subana, Rahadi, Sudrajat. 2010. Statistik Pendidikan. Bandung: Pustaka Setia..
Arsip Blog
2013 (40)
o
April (2)
Februari (38)
cheat gta
PERCOBAAN ( C2 ) LENSA
Mengenai Saya
ade irawan
Lihat profil lengkapku
Template Simple. Diberdayakan oleh Blogger.