THE EFFECT OF TEACHING READING METHODS AND
LEARNING MOTIVATION ON THE STUDENTS’
ACHIEVEMENT IN READING COMPREHENSION
A THESIS
Submitted to the English Applied Linguistics Study program Post Graduate School to Partial Fulfillment of the Requirements
For the Degree of Magister Humaniora
By
SA’ADAH BAHRI RANGKUTI Register Number 0821 8833 0128
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
i
ABSTRACT
Sa’adah Bahri Rangkuti, The Effect of Teaching Reading Methods and Learning Motivation on the Students’ Achievement in Reading Comprehension. A Thesis. English Applied Linguistics Study Program, State University of Medan. 2013.
The objectives of this study are to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE Method is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. There were 68 students from 2012/2013 academic year of SMK Negeri 1 Panyabungan as sample of this research. The students were divided into two groups. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. Students’ achievement in reading comprehension was measured by using multiple choice tests. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is Higher than that of taught by using SPE, with Fobserved is higher than Ftable at the level of
significance α=0,05 (FA = 7,22 > Ftable = 3,98), (2) reading comprehension
achievement of high learning motivation students is higher that reading achievement of low learning motivation students, with Fobserved is higher than Ftable
at the level of significance α=0,05 (FB = 4,87 > Ftable = 3,98). (3) There is
significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension with Fobserved is
higher than Ftable at the level of significance α=0,05 (F AB = 9,73 > Ftable = 3,98).
ii ABSTRAK
Sa’adah Bahri Rangkuti, Pengaruh Metode Pengajaran Membaca Dan Motivasi Belajar Siswa Terhadap Hasil Belajar Pemahaman Membaca Siswa. Thesis. Program Studi Linguistic Terapan Bahasa Inggris, Universitas Negeri Medan. 2013
Penelitian ini bertujuan untuk mengetahui apakah: (1) hasil belajar reading comprehension siswa yang diajarkan dengan metode SPE lebih tinggi daripada hasil belajar reading comprehension siswa yang diajar dengan metode SQ4R, (2) hasil belajar reading comprehension siswa yang memiliki motivasi belajar tinggi lebih tinggi dari hasil belajar reading comprehension siswa yang memiliki motivasi belajar rendah, dan (3) ada interaksi antara metode pengajaran dan motivasi belajar siswa terhadap hasil belajar reading comprehension. Penelitian ini menggunakan desain 2x2. Sample pada penelitian ini adalah siswa SMK Negeri 1Panyabungan tahun pelajaran 2012/2013 sebanyak 68 siswa. Siswa dibagi menjadi dua grup yaitu grup siswa yang diajar menggunakan metode SPE dan grup siswa yang diajar dengan menggunakan metode SQ4R. Tes motivasi belajar dilakukan untuk mengelompokkan siswa atas motivasi belajar tinggi dan motivasi belajar rendah. Hasil belajar reading comprehension diukur menggunakan tes pilihahan berganda. Data dianalisa dengan menggunakan ANAVA dua jalur. Hasil penelitian menunjukkan bahwa: (1) hasil belajar reading comprehension yang diajar dengan metode SQ4R lebih tinggi daripada hasil belajar reading comprehension yang diajar dengan metode SPE, dengan Fhitung
lebih tinggi dari Ftabel pada taraf signifikansi α= 0.05 (FA = 7.22 > Ftabel = 3.98),
(2) hasil belajar reading comprehension siswa yang memiliki motivasi belajar tinggi lebih tinggi daripada hasil belajar reading comprehension siswa yang memiliki motivasi belajar rtendah, dengan Fhitung lebih tinggi dari Ftabel pada taraf
signifikansi α= 0.05 (FB = 4.87 > Ftabel = 3.98), dan (3) terdapat interaksi antara
metode pengajaran dan motivasi belajar siswa dalam mempengaruhi hasil belajar reading comprehension, dengan Fhitung lebih tinggi dari Ftabel pada taraf signifikansi
α= 0.05 (FAB = 9.73 > Ftabel = 3.98). Dengan demikian, metode pengajaran dan
iii
ACKNOWLEDGEMENTS
Bismillahirahmanirrahim.
First and foremost, praise and thank be to ALLAH SWT, the Almighty,
who has granted countless blessing, knowledge, and opportunity to the writer so
that she has been finally able to accomplish her thesis.
This thesis could have been completed because of the guidance,
encouragement, suggestions, and comments from several people, for which she
would like to extend her sincere and special thanks.
She gratefully acknowledges her debt to Prof. Dr. Berlin Sibarani, M.Pd.,
her first adviser, who has generously spent precious time in giving the guidance,
encouragement, suggestions, and comments until this thesis comes to its present
form. Her deepest gratitude is also expressed to Prof. Dr. Busmin Gurning, M.Pd.,
her second adviser, who has kindly assisted her for many hours as she tried to
figure out what she really wanted to say in this thesis. The appreciation is also
directed to him as the Head of English Applied Linguistics Study Program for the
help regarding the administrative procedures.
To Dr. Sri Minda Murni, M.S., the secretary of English Applied Linguistics
Study for her stimulates support during the completion of the thesis and the
assistance in completing the administrative procedure.
She heartily wishes to acknowledge Prof. Dr. Sumarsih, M.Pd., Dr. Didik
Santoso, M.Pd., and Dr. Anni Holila Pulungan, M.Hum. for being her reviewers
and examiners for the valuable inputs to be included in this thesis. She also is in
iv
Program who have been her inspiration during the academic years and also during
the completion of this thesis.
To H. Sutan S.Pd, the head master of SMK Negeri 1 Panyabungan for the
permission to conduct the research and the English teacher of SMK Negeri 1
Panyabungan for helping in collecting the data.
Her profound and sincere gratitude are directed to her beloved parents, H.
Irwan Bahri Rangkuti and Hj, Kartini Tanjung, also her father in law Drs. H.
Usman Nasution and mother in law Hj. Elina Hafni for their motivation to the
writer and her lovely sisters and brothers, who have patiently given pray and
never ending spiritual support.
Her endless special gratitude is especially addressed to her beloved
husband Ery Irawan Ahmad Nasution, ST For his full understanding and support
and her beloved son Faeyza Ahmad Nasution for being so good and
understandable and continuous motivation.
May Allah bless us.
Medan, March 2014.
The writer,
SA’ADAH BAHRI RANGKUTI Reg. No. 082188330128
v
CHAPTER I: INTRODUCTION ... 1
1.1 The Background of the Study ... 1
1.2 The Problems of the Study ... 5
1.3 The Objectives of the Study ... 5
1.4 The Scope of Study ... 6
1.5 The Significances of the Study ... 6
CHAPTER II: REVIEW OF RELATED LITERATURE ... 7
2.1 Theoretical Framework ... 7
2.1.1 The Students’ Achievement in Reading Comprehension ... 7
2.1.1.1Reading Comprehension ... 9
2.1.2.1The Nature of Survey, Question, Read, Recite, Write, Review (SQ4R) ... 20
2.1.2.1.1 The Procedure of Survey, Question, Read, Recite, Write Review (SQ4R) ... 21
2.1.2.1.2 Strength and Weakness of Survey, Question, Read, Recite, Write, Review (SQ4R) ... 23
2.1.2.2 The Nature of Structure Proposition Evaluation (SPE) ... 24
2.1.2.2.1 The Procedure of Structure Proposition Evaluation ... 25
2.1.2.2.2 Strength and Weakness of Structure Proposition Evaluation ... 26
2.1.3 Students’ Learning Motivation ... 27
vi
2.2 Conceptual Framework ... 30
2.2.1 The Different Effect of SQ4R and SPE Methods on Students’ Achievement in Reading Comprehension ... 30
2.2.2 The Effect of High and Low Learning Motivation Students’ on Their Achievement in Reading Comprehension .... 32
2.2.3 The Interaction between the Teaching Methods and Students’ Learning Motivation on Students’ Achievement in Reading Comprehension ... 33
2.3 The Hypothesis of the Study ... 34
CHAPTER III: RESEARCH METHODOLOGY ... 35
3.1 Research Design ... 35
3.2 Population and Sample ... 36
3.2.1 Population ... 36
3.2.2 Sample ... 37
3.3 Research Variables ... 37
3.4 The Instrument of Data Collection ... 37
3.4.1 Reading Comprehension Test ... 37
3.4.2 Questionnaire of Motivation ... 38
3.5 The Procedure of the Treatment ... 39
3.5.1 Control of the Treatment ... 41
3.6 Validation of the Instrument ... 42
3.6.1 Validity ... 43`
3.6.1.1 Validity of Reading Comprehension Test ... 43
3.6.1.2 Validity of Motivation Questionnaire ... 43
3.6.2 Reliability ... 44
3.6.2.1 The Reliability of Reading Test ... 44
3.6.2.2 The Reliability of Questionnaire ... 44
3.7 The Technique of Analyzing the Data ... 45
3.8 Statistical Hypotheses ... 45
CHAPTER IV: DATA AND DATA ANALYSIS ... 47
4.1 Description of the Research Data ... 47
4.1.1 Students’ Reading Comprehension Achievement Taught by Using SQ4R Methods ... 48
4.1.2 Students’ Reading Comprehension Achievement Taught by Using SPE Methods ... 49
4.1.3 High Motivation Students’ Achievement in Reading Comprehension ... 51
4.1.4 Low Motivation Students’ Achievement in Reading Comprehension ... 53
4.1.5 Students’ Reading Comprehension Who Have High Motivation Taught by SQ4R ... 55
4.1.6 Students’ Reading Comprehension Who Have Low Motivation Taught by SQ4R ... 57
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4.1.8 Students’ Reading Comprehension Who Have Low Motivation
Taught by SPE ... 61
4.2 The Requirements of Analysis of Variance (ANOVA) ... 63
4.2.1 Normality Test ... 63
4.3.1 The Students’ Achievement in Reading Taught by Using SQ4R is Higher than that of the Students’ Taught by SPE ... 68
4.3.2 The Students’ Achievement with High Learning Motivation Is Higher than that of the Students’ with Low Learning Motivation ... 68
4.3.3 There is an Interaction between SPE and SQ4R and Learning Motivation to the Students’ Achievement in Reading Comprehension ... 69
4.4 Findings ... 73
4.5 Discussion ... 74
4.5.1 The Effect of SPE and SQ4R on the Students’ Achievement In Reading Comprehension ... 74
4.5.2 The Effect of High and Low Motivation on the Students’ Achievement in Reading Comprehension ... 75
4.5.3 The Interaction between Teaching Methods and Learning Motivation on Students’ Achievement in Reading Comprehension ... 76
CHAPTER V: CONCLUSIONS, IMPLICATION AND SUGGESTIONS ... 78
5.1 Conclusions ... 78
5.2 Implications ... 79
5.3 Suggestions ... 79
REFERENCES ... 80
viii
LIST OF TABLES
Pages
Table 1.1 The Reading Comprehension Score of eleven grade Students of
SMKN 1Panyabungan in 2011/2012 Academic Year ... 3
Table 3.1 Factorial Research Design ... 36
Table 3.2 The Outline of the Students Reading Comprehension Test ... 38
Table 3.3 The Students Motivation Questionnaire Indicators ... 39
Table 3.4 The Procedures of The Treatment in the Two groups ... 40
Table 4.1 Research Data Description ... 47
Table 4.2 Frequency Table of the Students Scores Taught by Using SQ4R ... 48
Table 4.3 Frequency Table of the Students Scores Taught by Using SPE ... 50
Table 4.4 Frequency Table of the Students Scores With High Motivation ... 52
Table 4.5 Frequency Table of the Students Scores With Low Motivation ... 54
Table 4.6 Frequency Table of the Students Scores Who Have High Motivation Taught by SQ4R ... 56
Table 4.7 Frequency Table of the Students Scores Who Have Low Motivation Taught by SQ4R ... 58
Table 4.8 Frequency Table of the Students Scores Who Have High Motivation Taught by SPE ... 60
Table 4.9 Frequency Table of the Students Scores Who Have Low Motivation Taught by SPE ... 62
Table 4.10 The Summary of The Result of Normality Test ... 64
Table 4.11 Homogeneity Test of Teaching Method ... 65
Table 4.12 Homogeneity Test of Learning Motivation ... 65
Table 4.13 Worksheet of Barlett Test ... 66
Table 4.14 The Result of Homogeneity Test ... 66
Table 4.15 Two Way ANOVA With 2x2 Factorial Design ... 67
Table 4.16 Summary on The Calculation Result of Two Way ANOVA ... 67
ix
LIST OF FIGURES
Pages
Figure 4.1 Histogram of the Students Reading Comprehension
Taught by Using SQ4R ... 49 Figure 4.2 Histogram of the Students Reading Comprehension
Taught by Using SPE ... 51 Figure 4.3 Histogram of the Students Reading Comprehension
Achievement with High Motivation ... 53 Figure 4.4 Histogram of the Students Reading Comprehension
Achievement with Low Motivation ... 55 Figure 4.5 Histogram of the Students Reading Comprehension
who Have High Motivation Taught by SQ4R ... 57 Figure 4.6 Histogram of the Students Reading Comprehension
who Have Low Motivation Taught by SQ4R ... 59 Figure 4.7 Histogram of the Students Reading Comprehension
who Have High Motivation Taught by SPE ... 61 Figure 4.8 Histogram of the Students Reading Comprehension
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LIST OF APPENDICES
Pages
Appendix A The Reading Comprehension Test ... 83
Appendix B Angket Motivasi Belajar ... 91
Appendix C Learning Scenario Using SPE Method ... 94
Appendix D Learning Scenario Using SQ4R Method ... 96
Appendix E Validity of Questionnaire ... 98
Appendix F Reliability of Questionnaire ... 101
Appendix G Reliability of Reading Test ... 104
Appendix H The Data Tabulation of All Classes ... 108
Appendix I The Normality Test ... 110
Appendix J Homogeneity of Variance ... 116
Appendix K Hypotheses Testing by Using Two Way ANOVA ... 118
Appendix L Scheffe Test ... 123
Appendix M High Motivation and Low Motivation in SQ4R Method ... 127
1
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
Reading is so prevalent in language use and the primary means of language
learning for students. Because of' the increasing of direct communication in foreign
language, the development of reading comprehension as a skill and a channel for
language input has become the object of attention in education that needs to be
researched.
Maria (1990: 98) stated that reading skill is necessary and it supports all the
subjects’ learning since knowledge rapidly accumulates. The ability to read is primarily
to be improved to enable students to get information. Actually reading is not an easy
process because it involves the work, eye and brain almost to get information or
message from the text. The students should be able to comprehend the text quickly and
comprehensively.
Funchs (2007) said that students who enjoy reading do it more often and they
tend to become skilled at it. Poor readers, by contrast, often display low motivation to
read. One possible explanation of this is that reading skill and reading motivation
influence each other. 15 studies were reviewed addressing the relationship between
students’ reading and competency belief or goal orientations. Results indicate that
reading skills and motivation correlate, and support the possibility of a bidirectional
relationship between the two.
Theoretically, Rebecca (1990: 8) believes that certain methods must be applied
for effective reading comprehension to occur. She stated that teaming methods are
2
More self-directed, more effective and more transferable to new situation. Awareness
and deployment of effective reading methods will help students capitalize on language
input they are receiving. Consequently, teaming methods provide teachers with
valuable clues about how to remedy the teaming situation.
In this case, it means that reading methods can help students maximize their
comprehension and identify relevant and non-relevant information. In reading, there are
many reading methods to facilitate comprehension and to make their reading more
effective such 'as speed reading, critical reading, proof reading, SQ4R (Survey,
Question, Read, Recite, Write and Review), and SPE (Structure, proposition,
Evaluation) teaching reading methods (Vandergrift, 1996:65). By using those teaching
reading methods can help students build up independence and control their reading
The explanation above implies that reading ability requires the students to be
able to read the text effectively and efficiently. Not only are they reading rapidly but
also comprehensively. Therefore, the students should master the way of good reading
to read effectively and efficiently, as such that they do not need to spend much time to
read they can understand their text completely.
The fact shows that this phenomenon does not happen in Indonesian Students.
in this case, they still have difficulties in comprehending reading. Sukyadi.et.al (2003:
2) stated that research on reading skill in Indonesian students’, particularly in reading
comprehension are still far from satisfactory. Sixty nine percent (69%) of 16-year-old
Indonesian students have the worst reading performance internationally; and around
37.6% of 16-year-old students only afford to read the texts without understanding the
meaning of it. Only 24.8% out of them are able to correlate the texts with their prior
knowledge. Therefore, from explanation above we can conclude that the students’
3
Suci (2009: 4) said that the problems of reading comprehension appear because
some English teachers still use traditional or conventional method to teach reading.
Conventional method usually makes students bored because the method is monotonous
and the students are not active so it makes the learners get bored.
The same problem also happened to the students of Sekolah Menengah
Kejuruan Negeri 1 Panyabungan. It is revealed by their reading comprehension score
that during the first and second semester in 2011/2012 academic year. That can bee
seen in the table below.
Table. 1.1 The Reading Comprehension Score of Eleven Grade Students of SMKN 1 Panyabungan in 2011/2012 Academic Year
Semester
Score of Reading Comprehension Test
10 20 30 40 50 60 70 80 90 100
First _ _ 30 60 50 80 60 50 10 _
Second _ _ 20 50 45 75 75 60 15 _
From the table above we can see that from 340 students only 210 students got
score 70 to 90 in the first semester and only 150 students got score 70 to 90 in the
second semester.
According to Guthrie (2000: 408) Motivation is an important element in reading
engagement; Motivational processes are the foundation for coordinating cognitive
goals and strategies in reading. For example, if a person is intrinsically motivated to
read and believes she is a capable reader, the person will persist in reading difficult
texts and exert effort to resolve conflicts and integrate text with prior knowledge. A
learner with high motivation will seek books known to provide satisfaction.
In this research,SQ4R (Survey, Question, Read. Recite, Write and Review); and
4
which will be trained in order to help students become successful reader. Both of
methods are considered as the methods that provide detail steps and more
comprehensive reading method.
SQ4R method is significant in reading comprehension because SQ4R is an
excellent method to use with textbook that provide a lot of' information and require the
readers to learn material in depth. It is also teaming methods that enable to students to
use their own background knowledge to understand and retain new content material.
The method supposes to find out the topic sentence and the Important things from a
text in order to be able to remember the content of' the text in a long time
SPE method is also significant for students because this method involves the
way of reader to analyze the matter and the problem from the material of reading text.
The readers do not only extract the topic from the text, but also can do material
Judgment or evaluation to the reading text. So, the readers will be involved in deeper
function in reading comprehension activity
So far, there has been no other research do this kind of research and realizing
the fact happened in the field that students who learnt English in Indonesia face some
difficulties in reading comprehension, there were some previous researchers have
already done the discussion in reading comprehension. However, this study is primarily
concerned with SQ4R (Survey, Question, Read, Recite, Relate and Review), and SPE
(Structure, Proposition, Evaluation) as the reading methods and motivation level on
5
1.2 The Problems of the Study
Based on the background previously stated, the problems in this study are
formulated as the following.
1) Is the students’ achievement in reading comprehension taught by using Survey,
Question, Read, Recite, Write and Review (SQ4R) method significantly higher than
that of the students taught by using Structure, Proposition and Evaluation (SPE)?
2) Is students’ achievement in reading comprehension for high learning motivation
students higher than that of low learning motivation students?
3) Is there an interaction between SQ4R and SPE Teaching reading methods and
students’ learning motivation to students’ achievement in reading comprehension?
1.3 The Objectives of the Study
Based on the above problems, the objectives of the study are
1) to find out which of the two methods significantly affect the students’ achievement
in reading comprehension?
2) to find out whether the students’ learning motivation affect their achievement in
reading comprehension
3) to find out whether there is an interaction between SQ4R and SPE Teaching reading
methods and students’ learning motivation to students’ achievement in reading
6
1.4 The Scope of the Study
There are many learning methods that can help students to handle the task in
language skills such as listening, speaking, reading, and writing. This study deals with
the learning methods in reading comprehension. Therefore, the scope of the study is the
effect of SQ4R, SPE and motivation on students' reading comprehension.
1.5 The Significances of Study
The findings of this study are expected to be useful for teachers of English in
overcoming the students’ problem in reading comprehension. Theoretically, it is hoped
that the result of the study will add to what has been found in the era of teaching
English as a foreign language.
And practically, the result of this study will inform and increase the English
language teachers in their attempts to decide the best method to improve students’
reading comprehension. Students can also take benefit from being taught by the method
78
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions
Based on the data analysis, hypothesis testing, research findings and discussion,
it can be concluded that:
1. Survey, Question, Read, Recite, write, Review (SQ4R) method and Structure,
Proposition, Evaluation (SPE) method significantly affect students’ achievement in
reading comprehension. The students’ achievement in reading comprehension
taught by using Survey, Question, Read, Recite, write, Review (SQ4R) method
better than that of the students taught by using Structure, Proposition, Evaluation
(SPE) method.
2. Students’ learning motivation significantly affects students’ achievement in reading
comprehension. The students’ achievement in reading comprehension of the
students who have high motivation better than that of the students who have low
motivation
3. There is an interaction between Survey, Question, Read, Recite, write, Review
(SQ4R) method and Structure, Proposition, Evaluation (SPE) method and students’
motivation to the students’ achievement in reading comprehension. The interaction
is the students who have high motivation better to be taught by using SQ4R and the
students who have low motivation better to be taught by using SPE in their
79
5.2 Implications
The first of this research reveals that the students’ achievement in reading
comprehension taught by using Survey, Question, Read, Recite, write, Review (SQ4R)
is significantly higher than that of the students taught by using Structure, Proposition,
Evaluation (SPE) . Thus, it implies English teachers should apply Survey, Question,
Read, Recite, write, Review (SQ4R) methods.
The second finding of this research reveals that the achievement in reading
comprehension of the students who have high motivation is significantly higher than
that of the students who have low motivation. Therefore, the teacher should pay more
attention to the students’ motivation so that the students can obtain better learning
achievement.
Finally, the third research finding of this study reveals that there is an
interaction between teaching methods and students’ motivation to the students’
achievement in reading comprehension. It implies that teachers should apply teaching
methods which are suitable with students’ motivation so that the students can improve
students’ achievement in reading comprehension.
5.3. Suggestions
In line with the conclusions drawn, it is suggested that:
1. Survey, Question, Read, Recite, write, Review (SQ4R) is applied to improve
students’ achievement in reading comprehension
2. English teachers should pay more attention to the students’ motivation for the
success of their achievement in reading comprehension.
3. English teachers should encourage low learning motivation students to participate
80
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