T ING 1202191 Bibliography

(1)

Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

BIBLIOGRAPHY

Albers, P. (2013). Visual Discourse Analysis. In T. Holbrook & A. Flint (Eds.), New Methods on Literacy Research. Georgia: Routledge.

Albert, P. (2009). Reading Students’ Visual Texts Created in English Language

Arts Classrooms. Language Arts Journal of Michigan, 25(1), 5–16.

Anderson, M., & Anderson, K. (1997). Text Types in English. Volume 1. South Yarra: Macmillan Education Australia.

Arizpe, E., & Styles, M. (2004). Children Reading Pictures: Interpreting Visual Texts. New York: Routledge.

Barwick, J. (1999). Targeting Text. New South Wales: Blake Education.

Bateman, J. (2011). Multimodality and Genre: A Foundation for the Systematic Analysis of Multimodal Documents. New York: Palgrave Macmillan.

Bearne, E. (2003). Rethinking literacy: communication, representation and text. Literacy (formerly Reading), 37(3), 98–103.

Bearne, E., & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5 - 11. London: SAGE.

Bezemer, J., & Kress, G. (2008). Writing in Multimodal Texts A Social Semiotic Account of Designs for Learning. Written Communication, 25(2), 166– 195.

Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education, Limited.

Brown, H. D. (2010). Language Assessment: Principles and Classroom Practices. New York: Pearson Education, Limited.

Byrne, D. (1979). Teaching writing skills. New York: Longman.

Callaghan, M., & Rothery, J. (1988). Teaching factual writing: a genre-based

approach : the report of the DSP Literacy Project, Metropolitan East Region. Erskineville, NSW: Metropolitan East Disadvantaged Schools Program.

(2)

http://www.readingonline.org/articles/callow/

Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. Australian Jurnal of Language Literacy, 29(1), 7–23.

Callow, J. (2008). Show Me: Principles for Assessing Students’ Visual Literacy.

The Reading Teacher, 61(8), 616–626.

Callow, J. (2010). Using Visual Texts To Engage Students From Low SES Backgrounds. Research Columns, 29(3), 28–34.

Callow, J. (2013). The Shape of Text to Come: How Image and Text Work. Sydney: Primary English Teaching Association of Australia.

Campbell, C. (1998). Teaching Second-Language Writing: Interacting With Text. Boston: HEINLE & HEINLE PUBL Incorporated.

Canning, C., & Wilson. (2001, February). Visuals & Language Learning: Is There A Connection? Retrieved June 25, 2014, from http://www.eltnewsletter.com/back/Feb2001/art482001.htm

Caple, H. (2007). Multimodal Communication in an Australian Broadsheet: A News Story Genre. 4th International Symposium on Genre Studies, 120– 128.

Carney, R. N., & Levin, J. R. (2002). Pictorial Illustrations Still Improve

Students’ Learning from Text. Educational Psychology Review, 14(1), 5– 26. doi:10.1023/A:1013176309260

Celce-Murcia, M., & Olshtain, E. (2000). Discourse and Context in Language Teaching: A Guide for Language Teachers. Cambridge: Cambridge University Press.

Chen, Y. (2010). Exploring dialogic engagement with readers in multimodal EFL textbooks in China. Visual Communication, 9(4), 485–506. doi:10.1177/1470357210382186

Clouse, B. F. (2004). The Student Writer: Editor and Critic. New York: McGraw-Hill Education.

Cohen, L., Manion, L., & Morrison, K. (2013). Research Methods in Education. New York: Routledge.

(3)

Issues and Methods in Research. Study guide. Melbourne: Deakin University.

Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. New York: SAGE Publications.

Cumming, J., Kimber, K., & Wyatt-Smith, C. (2012). Enacting policy, curriculum and teacher conceptualisations of multimodal literacy and english in assessment and accountability. Retrieved May 21, 2014, from http://search.informit.com.au/documentSummary;dn=274211047240681;r es=IELHSS

Darlington, Y., & Scott, D. (2002). Qualitative Research in Practice: Stories from the Field. NSW: Allen & Unwin.

Derewianka, B. (1990). Exploring how texts work. New South Wales: Primary English Teaching Association.

Derewianka, B. (2003). Trends and Issues in Genre-Based Approaches. RELC Journal, 34(2), 133–154. doi:10.1177/003368820303400202

Derewianka, B., & Jones, P. (2012). Teaching Language in Context. New South Wales: OUP Australia & New Zealand. Retrieved from http://gettingitwrite.wikispaces.com/Writing+Experiences

Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in Second Language Research: Construction, Administration, and Processing. New York: Routledge.

Eggins, S. (2004). Introduction to Systemic Functional Linguistics: 2nd Edition. New York: Bloomsbury Academic.

Emilia, E. (2009). Menulis tesis dan disertasi. Bandung: Alfabeta.

Emilia, E. (2010). Teaching Writing: Developing Critical Learners. Bandung: Rizqi Press.

Emilia, E. (2011). Pendekatan genre-based dalam pengajaran bahasa Inggris: petunjuk untuk guru. Bandung: Rizqi Press.

Emilia, E. (2014). Introducing Functional Grammar. Bandung: Pustaka Jaya. Feez, S. (2002). Heritage and innovation in second language education. In A. M.

(4)

Feez, S., & Joyce, H. (1998). Text-based Syllabus Design. Sydney: National Centre for English Language Teaching and Research, Macquarie University.

Fox, R., Medwell, J., Poulson, L., & Wray, D. (2003). Teaching Literacy Effectively in the Primary School. New York: Routledge.

Gebhard, J. G. (2006). Teaching English as a Foreign Or Second Language, Second Edition: A Teacher Self-Development and Methodology Guide. Michigan: University of Michigan Press.

Gerot, L., & Wignell, P. (1995). Making Sense of Functional Grammar: An Introductory Workbook. Sydney: Gerd Stabler, Antipodean Educational Enterprises.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. New Hampshire: Heinemann.

Gilakjani, A. P. (2011). The Effect of Multimodal Learning Models on Language Teaching and Learning. Theory and Practice in Language Studies, 1(10), 1321–1327.

Graham, S., & Harris, K. (2013). Best Practices in Teaching Planning. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best Practices in Writing Instruction. New York: Guilford Press.

Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013). Best Practices in Writing Instruction. New York: Guilford Press.

Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93–116. doi:10.1016/0898-5898(93)90026-7

Halliday, M. A. K. (1994). An Introduction to Functional Grammar (2nd ed.). London: Arnold.

Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). An Introduction to Functional Grammar. London: Routledge.

(5)

Harmer, J. (2010b). The Practice of English Language Teaching. London: Pearson/Longman.

Hermawan, B. (2013). Multimodality; menafsir verbal. membaca gambar dan

memahami teks. Retrieved from

http://ejournal.upi.edu/index.php/BS_JPBSP/article/download/208/145 Holliday, A. (2007). Doing & Writing Qualitative Research. London: SAGE. Hyland, K. (2009). Second Language Writing. Cambridge: Cambridge University

Press.

Hyland, K. (2013). Teaching and Researching Writing. London: Routledge. Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring Learning

Through Visual, Actional and Linguistic Communication: The multimodal environment of a science classroom. Educational Review, 53(1), 5–18. doi:10.1080/00131910123753

Johns, A. M. (2002). Genre in the Classroom. In Genre in the Classroom: Multiple Perspectives. Sydney: L. Erlbaum.

Knox, J. (2007). Visual-verbal communication on online newspaper home pages. Visual Communication, 6(1), 19–53.

Kornalijnslijper, D. S. (2005). A study of three models for image-text relations. Retrieved from http://hmi.ewi.utwente.nl/verslagen/capita-selecta/CS-Kornalijnslijper-David.pdf

Kress, G. (2003). Literacy in the New Media Age. New York: Psychology Press. Kress, G. R., & Van Leeuwen, T. (2006). Reading Images: The Grammar of

Visual Design (2nd ed.). New York: Psychology Press.

Kress, G., & Van Leeuwen, T. (2001). Multimodal Discourse. New York: Bloomsbury Academic.

Kumaravadivelu, B. (2005). Understanding Language Teaching: From Method to Postmethod. New Jersey: Routledge.

Kvale, S. (1996). InterViews: An Introduction to Qualitative Research Interviewing. New York: SAGE Publications.

(6)

McGraw-Hill Education.

Lauer, C. (2009). Contending with Terms: “Multimodal” and “Multimedia” in the

Academic and Public Spheres. Computers and Composition, 26(4), 225– 239.

Liamputtong, P. (2009). Qualitative Research Methods. London: Oxford University Press Australia & New Zealand.

Macken, M., & Horarik. (2001). “Something to Shoot For”: A Systemic

Functional Approach to Teaching Genre in Secondary School Science. In A. M. Johns (Ed.), Genre in the Classroom: Multiple Perspectives. Sydney: Routledge.

Macken, M., & Horarik. (2004). Interacting with the Multimodal Text: Reflections on Image and Verbiage in Art Express. Visual Communication, 3(1), 5–26.

Marsh, E. E., & White, M. D. (2003). A taxonomy of relationships between images and text. Journal of Documentation, 59(6), 647–672.

Marshall, C., & Rossman, G. B. (2006). Designing Qualitative Research (4th ed.). California: Sage Publications.

Martinec, R., & Salway, A. (2005). A system for image–text relations in new (and old) media. Visual Communication, 4(3), 337–371.

Maxwell, J. A. (2012). Qualitative Research Design: An Interactive Approach: An Interactive Approach. California: SAGE.

McMillan, J. H., & Schumacher, S. (2001). Research Education. New York: Addison Wesley School.

Medwell, J., & Wray, D. (2013). Literacy and Language in the Primary Years. Sydney: Routledge.

Nation, I. S. P. (2008). Teaching ESL/EFL Reading and Writing. New York: Routledge.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

(7)

Nunan, D. (1999). Second language teaching & learning. London: Heinle & Heinle Publishers.

O’Toole, M. (1994). The Language of Displayed Art. New Jersey: Fairleigh Dickinson Univ Press.

Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual Narratives:

Image Analysis of Children’s Picture Books. London: Equinox Publishing Limited.

Paltridge, B. (2002). Genre, Text Type, and the English for Academic Purposes (EAP)Classroom. In A. M. Johns (Ed.), Genre in the Classroom: Multiple Perspectives (pp. 73–90). New York: Inc Publisher.

Paltridge, B. (2012). Discourse Analysis: An Introduction. New York: Bloomsbury Publishing.

Pincas, A., & Allen, K. (1982). Writing in English. London: Macmillan.

Pritchard, R., & Honeycutt, R. (2013). Best Practices in Implementing a Process Approach to Teaching Writing. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best Practices in Writing Instruction. New York: Guilford Press.

Project, N. W., & Nagin, C. (2012). Because Writing Matters: Improving Student Writing in Our Schools. London: John Wiley & Sons.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.

Romero, E. D., & Arevalo, C. M. (2010). Multimodality and listening comprehension: testing and implementing classroom material. Language Value, 2(1), 100–139.

Royce, T. (2002). Multimodality in the TESOL Classroom: Exploring Visual-Verbal Synergy. TESOL Quarterly, 36(2), 191.

Salway, A., & Martinec, R. (2005). Some ideas for modelling image-text combinations. Retrieved from http://epubs.surrey.ac.uk/508/

Shields, M. (2010). Essay Writing: A Student’s Guide. London: SAGE.

(8)

Snyder, I., & Joyce, M. (1998). Page to Screen: Taking Literacy Into the Electronic Era. Psychology Press.

Stubbs, S. (2000). Targeting Text. New South Wales: Blake Education.

Takayoshi, P., & Selfe, C. L. (2007). Thinking about Multimodality. In C. L. Selfe (Ed.), Multimodal Composition: Resources for Teachers. New Jersey: Hampton Press.

Thompson, M. (2008). Multimodal Teaching and Learning: Creating Spaces for Content Teachers. Journal of Adolescent & Adult Literacy, 52(2), 144– 153.

Unsworth, L. (2006). Image/text relations and intersemiosis: Toward multimodal text description for multiliteracies education. Proceedings 33rd International Systemin Functional Congress. Retrieved from http://www.pucsp.br/isfc/proceedings/Artigos%20pdf/59pl_unsworth_116 5a1205.pdf

Van Leeuwen, T. (2005). Introducing Social Semiotics. New York: Psychology Press.

Van Leeuwen, T. (2008). Discourse and Practice : New Tools for Critical Analysis: New Tools for Critical Analysis. Oxford University Press.

Van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity. New York: Longman.

Wallace, M. J. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press.

Walsh, M. (2008). Worlds have collided and modes have merged: classroom evidence of changed literacy practices. Literacy, 42(2), 101–108.

Walsh, M. (2009). Pedagogic potentials of multimodal literacy. WH Tan, & R. Subramanian, Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. US: Science Refference, Hershey. Retrieved from

http://www.acu.edu.au/__data/assets/pdf_file/0007/195676/Chapter_3_Mu ltimodal_Literacy_M_Walsh.pdf

(9)

http://search.informit.com.au/documentSummary;dn=413764741373610;r es=IELIND

Walsh, M. (2011). Multimodal Literacy: Researching Classroom Practice. New South Wales: Primary English Teaching Association (e-lit).

Walsh, M. (2012). Reading visual and multimodal texts: how is “reading”

different? Retrieved from

http://www.tale.edu.au/tale/live/teachers/shared/BC/How-is-reading-different.pdf

Wang, C. C. (1999). A Participatory Action Research Strategy Applied to

Women’s Health. Journal of Women’s Health, 8(2), 185–192.

Wodak, R., & Meyer, M. (2009). Methods for Critical Discourse Analysis. London: SAGE.

Wray, D., & Medwell, J. (2007). Learners’ Views of Literacy. Sydney: Routledge. Wright, A. (1989). Pictures for Language Learning. London: Cambridge