THE RELEVANCY OF TEACHER’S STRATEGIES ON TEACHING READING COMPREHENSION WITH SYLLABUS AND LESSON PLAN
A CASE STUDY ON SMP Neg. 2 DELITUA
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial fulfillment and the Requirements for the Degree of
Magister Humaniora
By
MARUDUT SITANGGANG Register Number 082188330083
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
THE RELEVANCY OF TEACHER’S STRATEGIES ON TEACHING READING COMPREHENSION WITH SYLLABUS AND LESSON PLAN
A CASE STUDY ON SMP Neg. 2 DELITUA
A Thesis By
MARUDUT SITANGGANG
REGISTRATION NUMBER 082188330083
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
This Thesis was examined on 27th June 2013 by the Board Examiners.
Approved by : Adviser Commission
Adviser I Adviser II.
Prof.Dr. Lince Sihombing, M.Pd Prof.Dr. Berlin Sibarani,M.Pd. NIP. 19610425 198601 2 001 NIP. 19570615 198203 1 005
The Head of English Applied The Director of the Postgraduate School Linguistics Study Program
APPROVAL
This Thesis was examined on 27th June 2013, by the Board of Examiners
Board of Examiners
Prof.Dr. Lince Sihombing, M.Pd. --- NIP. 19610425 198601 2 001
Prof.Dr. Berlin Sibarani,M.Pd. --- NIP. 19570615 198203 1 005
Prof. Dr. Busmin Gurning,M.Pd.
NIP.19590412 198403 1 001. ---
Dr. Siti Aisyah Ginting ,M.Pd. --- NIP. 19570521 198403 2 002-
THE RELEVANCY OF TEACHER’S STRATEGIES ON TEACHING READING COMPREHENSION WITH SYLLABUS AND LESSON PLAN
A CASE STUDY ON SMP Neg. 2 DELITUA
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial fulfillment and the Requirements for the Degree of
Magister Humaniora
By
MARUDUT SITANGGANG Register Number 082188330083
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
iv ABSTRAKSI
Marudut Sitanggang. Kesesuaian Strategi Guru dalam mengajar Reading Comprehension dengan Sillabus dan Rencana Pelaksanaan Pembelajaran ( RPP ). Sebuah studi kasus di SMP Negeri 2 Delitua. Universitas Negeri Medan. 2013.
Penelitian ini bertujuan untuk menggambarkan kesesuaian strategi Guru dalam mengajar Reading Comprehension dengan Silabus dan RPP di SMP Negeri 2 Delitua. Penelitian ini meliputi : 1. Menemukan bagaimana Guru Bahasa Inggris mengembangkan silabus kedalam RPP mereka dalam proses mengajar Reading Comprehension. 2. Menemukan bagaimana Guru Bahasa Inggris mengaplikasikan RPP mereka dalam proses mengajar Reading Comprehension. 3. Menemukan bagaimana Guru Bahasa Inggris mengaplikasikan strategi – strategi dalam mengajarkan Reading Comprehension di SMP Negeri 2 Delitua. 4. Menemukan bagaimana strategi- strategi Guru memiliki kesesuaian dengan silabus dan RPP dalam mengajar Reading Comprehension.
Subjek Penelitian ini adalah 7 orang Guru Bahasa Inggris di SMP Negeri 2 Delitua Kabupaten Deli Serdang. Instrumen- instrument yang digunakan dalam mengumpulkan data adalah Observasi dan Interview serta metode penelitian ini adalah metode penelitian kualitatif. Penelitian ini menunjukkan : (1). Guru – guru melaksanakan pembelajaran tidak berdasarkan Silabus dan RPP. Hal ini maksudnya semua Guru tidak mengikuti RPP dan Silabus ketika mereka sedang melaksanakan pembelajaran. (2) Semua Guru tidak mengikuti langkah – langkah dalam Sillabus dan RPP ketika proses Pembelajaran sedang berlangsung. (3) Mereka melakukan strategi mereka sendiri dalam mengajar karena mereka tidak memliki pengetahuan bagaimana cara mengajar Reading Comprehension yang baik. Semua mereka menggunakan strategi Pemaparan dalam mengajar Reading Comprehension. (4) Strategi semua Guru tidak sesuai dengan strategi dalam mengajar Reading Comprension.
iii ABSTRACT
Marudut Sitanggang, The Relevancy of Teacher’s Strategies on Teaching Reading Comprehension with Syllabus and Lesson Plan. A Case Study on SMP N.2 Delitua : State University of Medan, 2013.
This study aims to describe the relevancy of teacher strategies on teaching reading comprehension with syllabus and lesson plan on SMP N2 Delitua, it covers: ( 1). To find out how the English - teacher’s elaborate the syllabus into their lesson plan in the process of teaching Reading Comprehension. (2). To find out how the English - teacher’s apply their lesson plan in the process of teaching Reading Comprehension (3) To find out how the English - teacher’s apply the strategies in teaching Reading Comprehension at SMP Negeri 2 Delitua. (4) To find out how the teacher’s strategies have any relevancies with syllabus and syllabus and lesson plan when they do the teaching learning process..( 3) They do their own strategies in teaching because they do not have knowledge how to teach reading comprehension well. All of them use expository reading strategy. (4) The strategies of the teachers are not relevance with the strategy in teaching reading comprehension.
i
ACKNOWLEDGEMENTS
First of all, Praise the Lord the Almighty Father. The writer would like to thank him
for all His blessing guidance , guidance and opportunity to Him to undertake this study from
the beginning until the completion of his thesis.
He would like to express his deepest gratitude to Prof. Dr. Lince Sihombing,M.Pd, his
adviser for encouragement to begin the research and for insight, guidance and patient during
the writing of his thesis. He is also indebted to Prof. Dr. Berlin Sibarani,M.Pd , his second
adviser, for his guidance , input and constructive critics to produce an excellent academic
writing without the excellent supervision of both them, he is very sure that this academic taste
will not have been completed. He is really cherished the difference of perspective they have
shared to the process of writing this thesis.
He is grateful to render his special thank to the following examiners of Applied
Linguistics Study Program for the valuable knowledge and advice they have transferred to
him : Prof. Dr. Busmin Gurning,M.Pd, Dr. Anni Holila Pulungan.M.Hum, Dr. Siti Aisyah
Ginting,M.Pd., who had helped him by correcting his thesis during his viva.
He would like to express his deepest thankful for his beloved wife, Riama
Simanjuntak , his beloved father, Victor P. Sitanggang for their prayer who strengthened the
writer in accomplished this thesis. He is also very grateful to all of his children Alex Pratama.
Josua Pranata and David Pranajaya and also his sister Jenny.B.Sitanggang for their reminder
in finishing this project. This is a very grateful on your accompanied along the difficult time.
He is very grateful for his friends for their motivation, supports and advice to
strengthen him in finishing this thesis. There was no colorful day in accomplishing this thesis
ii
Finally, the writer must admit that the content of this thesis is still far from being
perfect but he is warmly welcome any constructive ideas and critics that will improve the
quality of the thesis. He also hopes that this thesis would be useful for those who read it,
especially majoring in Englsih.
Medan, 2nd July 2013.
The writer
v
2.3 The Process Reading Comprehension……… 14
2.4 Reading Comprehension Strategies ………. 19
2.5 Teaching Reading Comprehension Strategies ……….…. 21
2.5.1 Pre Reading Stage……… 23
2.5.2 While Reading Stage……… 24
2.5.3 Post Reading Stage……….. 25
2.6 The Principles in Teaching Reading Comprehension…. 26 2.7 SYLLABUS……… 27
vi
2.7.2 Syllabus design………. 31
2.8 LESSON PLAN………. 34
2.8.1 Definition……….. 34
2.8.2 The steps of Managing the Lesson Plan………... 36
2.8.3 Lesson Plan Form……….. 45
2.9 THE RELEVANT STUDIES……… 46
CHAPTER III RESEARCH METHOD………... 49
3.1 The design of the Study………... 49
3.2 The Subject of the Study……… 49
3.3 The Object of the Study ……… 49
3.4 The Technique of Collecting Data……….. 50
3.5 The Technique of Analyzing Data……….. 50
3.6 The Trustworthiness of the Study ……….. 51
CHAPTER IV DATA ANALYSIS , FINDINGS AND DISCUSSION…….. 53
4.1 Data Analysis………... 53
4.1.1 The teacher’s strategies in teaching reading Comprehension……… 53
4.1.2 The teachers’ apply their lesson plan in the process of teaching learning………. 73
4.1.3 Factors Underlying the application of lesson plan the way they do in teaching Reading Learning Process.. 78
4.1.4 The Relevance of the Strategies applied by the teachers with syllabus in teaching Reading Comprehension.. 81
vii
4.3 Discussions……… 85
CHAPTER V CONCLUSION AND SUGGESTIONS………. .. 88
5.1 Conclusion……… 88
5.2 Suggestions……….. 89
REFERENCES……… 92
1
CHAPTER I
INTRODUCTION
1.1. The Background of the Study
Language is a means of communication as well as a systematic means of
communication by using sound or conventional symbols. It is a code used to
express and communicate all purposes that needed by the language users. In
addition Alwasliah (1993) says that language is a purely human and non
instinctive method of communicating ideas, emotion and desires by means of a
system of voluntarily produced symbols , commonly symbols are represented by
words. Based on the definition above, it seems that there is an emphasis on the
components of language such as vocabulary, reading, listening and aspects of
language. Therefore, the language would be very useful if it is communicated
with others to get the meaning of language itself.
To understand the language, It can be said that one must be able to
comprehend the text. The language users have to invent the meaning of the
words as many as possible either in a sentence at least. And by knowing the
meaning of the words, one would be able to get the idea from the reading text.
An English teacher should be able to manage a strategy in teaching
reading comprehension in order to help the students understanding the reading
text as Herrell and Jordan (2004:05) defines that strategy as a way that can be
used across curricular areas to support the learning students. It means that it is
very important for teachers to apply planned strategies to maintain effective
2
Although many previous research reports have given a comprehensive
portrait on teaching Reading Comprehension strategies, the researcher think that
it is important to explore the relevancy of the teacher’s strategy on teaching Reading Comprehension with syllabus and lesson plan. In this case, this study
focused on to examine the seven English teachers strategies whether their
strategies had any relevancies with their syllabus and lesson plan while they
execute the process of teaching learning on Junior high school.
In the English curriculum, the government has regulated how to treat
English as a foreign language, which must be mastered well by all students. More
over Gurning(2010) states in his journal that the development of curriculum
should take into account the kind of literacy. Therefore In the teaching and
learning process , the teachers are also expected to be able to teach English well
and the students are expected to learn and practice English fluently, good at
listening, speaking, reading and writing. Therefore English teacher should have
good performance in teaching English so that the students would understand what
he / she is going to teach at that time. The performance of a teacher plays an
important role in the teaching and learning process because as a teacher he / she
has many functions in education. He / She would be acted as an educator, a
manager of the class, a guide or a facilitator, a motivator and a stimulator and
also a researcher or as an informant. A teacher could be a producer because he /
she products a lesson plan which is arranged based on the syllabus stated by the
government and he / she must be able to manage the teaching learning process,
facilitates the students in learning and guide them to use many supported learning
3
willingness of students. It can be said that the teacher should serve the students as
sincerely as possible. It is connected with the motivation of the teacher what
goals that they want to achieve : as Gardner states motivation presents a
schematic representation of this model. There are four sections, external
influences, individual differences, language acquisition contexts, and outcomes.
In the socio-educational model, motivation to learn the second language includes
three elements. First, the motivated individual expends effort to learn the
language. Second, the motivated individual wants to achieve a goal. Third, the
motivated individual will enjoy the task of learning the languages. ( 2001 ). As a
language teacher, he / she must make decisions at all time. Some of the decisions
made are relatively minor ones should be assigned that particular day, for
instance other decisions have more preformed implications. What should be the
goal of language instruction ? Which language teaching method will be the most
effective in reaching it? What is the best means of evaluation to see if it has been
reached? There is no a single correct answer for those questions. It is believed
that a teacher should be informed about some of the possibilities to make better
decisions.
There are some conditions found in the reality as the reasons for
analyzing the relevancy of teacher’s strategies in teaching Reading
Comprehension, as follows : (1) the English National Examination consists of
short texts, (2) the students mostly failed to answer the questions in grasping the
main idea of the text, (3) most of the students do not know what they want to
know from a text. Therefore in teaching- learning process, a teacher should know
4
to predict and to divide the time in the process of learning-teaching.
Sihombing,(2010) In Her writing, she concludes that teachers are agent of
changing the weakness of their students’ cognitive achievement into the better one , changing students’ bad manner into the educated one and improving
students’ less skill into the more accepted one. To do all of them teachers should
be skillful enough.
At least there are three factors which make the teaching- learning process
not developed well in every school. (National Education Department 2000 :1,2)
namely :
1. Education production function input – output analyses are not done consequently.
2. The application of education is done bureaucratically and centrally.
3. The role of society, parents in doing education is very poor.
To overcome the above problems, the government has made some efforts for
example by upgrading the teachers giving the new methods and performances in
the process of teaching learning in the class and by revising the hardware and
software of education. And it can be seen by the autonomy declaration, which is
stated by Laws No. 22 and 25 , 1999. It influences the planning , application, and
evaluation in education as Sidi ( 2010 : 10 ) says that :
There are four issues that should be realized in educations :
1. The effort in improving education’s quality which has been done by determining the aim and education competence, which are realized in
an agreement of government and society.
5
management of school based management, by giving the chance to the
school to manage all the resources in that school in order to gain the
successful education.
3. The improvement of the education quality is based on community and
teachers’ education. In this case, the role of parents and society are very important in decision - making and operational level , which is
done by school committee. This committee consists of the headmaster,
teacher and student representative , parents and the society.
4. Education should be given to all the students in Indonesia without
making any discrimination. It relates with the fund of education that
should be handled well and transparent.
While for the sake of English teaching learning process, the general
objectives of teaching English of education as stated by the Minister of
Education and Culture ( Curriculum 2006 ) are to :
a. enable the students to read books and other library materials.
b. understand lectures delivered by English speaking lectures.
c. take notes.
d. communicate orally with English speaking people.
However many teachers mostly do not care about the relevance of the
teacher’s performance with syllabus and lesson plan while they are teaching in
the classroom . They just think that their duty is just to finish the contents of the
curriculum instructed by the government, therefore some students cannot grasp
6
In fact as a good teacher , he/ she should prepare their lesson plan well in
order to support their performance in the process of teaching learning especially
when the teacher wants to teach reading He or she should arrange the lesson plan
well because in teaching reading the students need to master the vocabulary and
to grasp the main idea of the text so that the students get information as much as
possible through reading itself.
As we know that Lesson plan is a teacher’s guide to do the learning
process in class, laboratory and every teaching learning take place. A lesson plan
has a basic competence. Because of that, all points that have been written down
in lesson plan covers directly the learning activity in order to achieve the basic
competence mastering. Every teacher should make a plan and arranged their
teaching and learning before he / she teaches the students. Planning is an
anticipatory decision making. It involves deciding what to do, how to do and
when to do something. By making the lesson plan, the teacher would have some
advantages in the teaching learning process such as :
1. The aim of the lesson which is identified and maintained.
2. The lesson material which is selected and arranged in a logical
manner.
3. An instructional method and technique which is selected appropriate
to the learning task and the needs of the students.
4. The students who are involved largely in the teaching learning
process.
7
Before the teacher arranges the lesson plan, he / she should arrange school
syllabus based on the Content Standard ( Standar Isi ), Competence Standard
(Standar Kompetensi ) , the material , the procedure of teaching learning process,
indicators, assessment , time allocation and the source. Therefore , a syllabus
would cover :
a. The student’s competence which appropriate to the students.
b. The materials to be discussed and learned to fulfill the content
standard.
c. The performance that should be done by the teacher to influence the
students interaction with the learning source.
d. The indicators that should be formulated to achieve the basic
competence and competence standard.
e. The students’ achievement based on competences which is elaborated into indicators as the criterion to determine kind and aspect of
evaluation.
f. The time used for achieving the content standard.
g. The source that would be used due to the competence standard. (
based on Curriculum 2006 )
The syllabus is elaborated by the teacher himself/herself or done by the
same lesson in that school or done by the teachers from many different schools
but have the same vision and the unity of subject matter .It cannot be said that a
student has mastered English if he / she had good score in grammar if he / she
could not be able to apply English as their tool to communicate among them.
8
vocabulary is an important point in communicating in English. The teacher is the
key agent to apply the syllabus become a lesson plan as authentic program. The
best teacher should arrange and prepare the lesson plan well, so that the process
of teaching learning would be relevance with the teacher’s performance.
Relevance as an Explanation of Communication. Lawrence D. Roberts defines
that There are three kinds of relevance, they are : 1. the relevance of an
assumption to a context 2. The relevance of an assumption to an individual and 3.
The relevance of phenomenon to an individual. ( Roberts D Lawrence, 45 )
However many teachers teach the students without preparing the tools of the
process teaching learning and it can also occur at SMP Negeri 2 Delitua.
1.2.The Problems of the Study
Based on all ideas presented above there must be action to apply particularly
to settle the problems available dealing with the teaching learning process. The
problems of this research are formulated as the following :
(1) What are the teachers’ strategies used in the process of teaching Reading Comprehension ?
(2) Do the teachers apply their lesson plan in the process of teaching
Reading
Comprehension at SMP Negeri 2 Delitua?
(3) Why do they apply the Lesson Plan the way they do in the teaching of
Reading Comprehension at SMP Negeri 2 Delitua ?
(4) Are the strategies applied by the teachers relevance with the strategy in
9
1.3.The Objectives of the Study
Based on the research questions above, the main purposes of this research
are to find out the following:
(1) To find out how the English - teacher’s elaborate the syllabus into their lesson plan in the process of teaching Reading Comprehension.
(2) To find out how the English - teacher’s apply their lesson plan in the process of teaching Reading Comprehension
(3) To find out how the English - teacher’s apply the strategies in teaching Reading Comprehension at SMP Negeri 2 Delitua.
(4) To find out how the teacher’s strategies have any relevance with syllabus and lesson plan in teaching Reading Comprehension.
1.4.The Scope of the Study
The research is limited to the relevance of English teacher’s strategies with syllabus and lesson plan in teaching Reading Comprehension at SMP N 2
Delitua. The application of syllabus and lesson plan will be based on National
Education Minister Rule No.41 / 2007 about Process Standard. These process
contain the activity and the strategies connected with the teachers performance in
the teaching Reading Comprehension at SMP Negeri 2 Delitua.
1.5.The Significance of the Study
The results of this research are expected to be significant theoretically
and practically for education field. Theoretically the result of the research can
10
conceptual knowledge about the significance of lesson plan in the process of
teaching Reading comprehension.
While practically, after conducting the research, the researcher hopes that
the research could contribute to the English teacher as a pattern to develop their
lesson plan and self reflection to consider the importance of contribution of
syllabus and lesson plan in the teaching reading comprehension so that it has
relevance with the performance of English teachers. More over the principal of
the school could easily develop his / her teachers’ knowledge to arrange the
syllabus and lesson plan that stated by the government. And as the supervisors of
the education would be more easily to observe the teachers’ activity and could
help the teachers to reconstruct the teachers’ performance and to improve the
qualified lesson plan so that there is a gradual improvement of the quality of the
teaching learning process. As for the National Educational Department of Deli
Serdang as the education administrator, the research would result a contribution
to strength the teachers’ skill and in managing the lesson plan by organizing the
11
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter puts forward the conclusions as the answer of the research
problems and some suggestions for some relevant purposes. The conclusions are
developed on the basis of research analysis and findings which previously taken
from the result of observation, interview and questionnaire. Then, the suggestions
are directed to those who responsible , interested and willingly to carry on the
further study on the same field with the present study.
5.1. Conclusions
From the above interpretation presented in the previous chapter, the
conclusion that can be made related to the limitation of the research problems are
following :
1.All the teachers dominate in the process of teaching and learning and the center
of the teaching learning process. Therefore, we can conclude that the teachers use
the expository strategies in teaching reading comprehension.
2.The teachers do not apply all the steps in lesson plan even though they have
been arranged in their syllabus or in the other words the teachers taught the
students based on the teachers’ way without following the lesson plan and
syllabus. The teacher simply taught what the teacher liked to teach.
89
3.The teachers did their own strategies in teaching as they like because of the
lack of knowledge of how to teach reading comprehension well even they did
not try to find out or to look for the best strategy in teaching reading
comprehension. The teachers did not follow the theory of teaching reading
comprehension. They just applied expository strategy in teaching reading
comprehension . This strategy is not suitable for teaching reading comprehension.
4. All of the strategies for teaching reading comprehension applied by all the
teacher are not relevance relevance with the syllabus and lesson plan.
5.2. SUGGESTIONS
Based on the conclusions above, the suggestions are addressed to the
following :
1. For Teachers
a. The Teachers should apply the suitable strategy in teaching reading
comprehension in order to increase not only their teaching quality but
also their students’ achievement in Reading Comprehension.
b. The teacher should make their lesson plan by their own selves not to
copy paste from the internet because every school will have its own
needs based on the students’ common background.
90
execute the materials in their reading comprehension process.
d. They are suggested to enlarge their knowledge by learning some
relevant theories which considered as the strategies for teaching
reading comprehension.
e. They are also suggested to have some teaching trainings in order to get
ideal strategies for teaching the several kinds of text.
f. They are suggested to make framework of teachers’ strategies for
appropriate texts before teaching practice.
g. In applying the framework, it is suggested to expose some instructions
about the strategy that the teachers will use in teaching reading in order
to understand the activity and the reading selection
2. For The Principles.
a. They are suggested to help the teachers to get some references related
to the theories of teaching Reading Comprehension in order to enlarge
the teachers’ knowledge.
b. They are suggested to conduct the training activity for these seven
91
c. They are suggested to complete the teaching aids, especially for
teaching reading comprehension.
3. For the Superintendents.
a. They have to explain to the teachers the best strategies used in teaching
reading comprehension.
b. They are suggested to guide the teacher in arranging the lesson plan.
4. For the Other Researches.
The findings of the study can be informed other researchers who want to
carry out another research in the same field. It means that the findings can be
used by other researchers as the inputs in conducting another investigation with
the similar field of this study. And for the Theories’ Enrichments, the results of
the study can be used to enrich the theories of teachers’ strategies in teaching
reading comprehension. It can be as an additional input although many theories
have been conducted by some experts in the area of teaching reading
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