Saepudin, 2014
REFERENCES
Abrams, S. S. (2009). A gaming frame of mind: Digital contexts and academic implications. Educational Media International, 46, (4), 335-347.
Allery, L. (2004). Educational games and structured experiences. Medical Teacher, 26, (6), 504-505.
Alvermann, D. (2004). Multi-literacies and self-questioning in the service of science learning. In E. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (226–238). Newark: International Reading Association.
Alwasilah, A. C. (2009). Pokoknya Kualitatif. Jakarta: Pustaka Jaya.
Anderson, R. C., & Freebody, P. (1981).Vocabulary knowledge. in J. Guthrie (Ed.), Comprehension and teaching: Research reviews. Newark: International Reading Association.
Anderson, R. C., & Nagy, W. E. (1992). The vocabulary conundrum. The American Educator, 14-18.
Arikunto, S. (1998). Prosedur penelitian suatu pendekatan praktek. Jakarta: Rieka Cipta.
Arsyad, A.(1997). Media Pengajaran. Jakarta: Raja Grafindo Persada.
Astin, A.W. (1984). Student Involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
Azar, S. B. (2012). Understanding and using English language teaching grammar: second edition. New Jersey: Prentice Hall Regents.
Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, (4), 506-521.
Beck, I. L., & McKeown, M. G., & McCaslin, E. (1983). All contexts are not created qual. Elementary School Journal, 83, 177-181.
Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. The American Educator, 25, (1), 24-28.
of vocabulary acquisition. Journal of Educational Psychology, 93, 498-520.
Bomia, L.et al. (1997) The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. p. 294.
Brophy. (1983). Conceptualizing student motivation. Educational Psychologist, 18, 200–215.
Burns, A. (2010). Doing action research in English language teaching. New York: Routledge.
Cambridge English Online Ltd. Available at http://www.teachingenglish.org.uk. Accessed in 03 May 2014
Cameron, L. (2011). Teaching language to young learners. Cambridge: University Press.
Carpenter, S. K., & Olson, K. M. (2012). Are pictures good for learning new vocabulary in a foreign language? Only if you think they are not. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, (1), 92.
Carroll, J. B., Davies, P., & Richman, B. (1971). The American heritage word frequency book. Boston: Houghton Mifflin.
Celce-Murcia. (2001). Teaching English as a Second or Foreign Language. USA: Thomson Learning, Inc.
Chapman, E. (2003) Assessing student engagement rates. ERIC clearing house on Assessment and Evaluation. ERIC identifier: ED482269.
Cohen, Mannion, & Morrison.(2005). Research Methods in Education. (5th ed.).London: Routledge Farmer.
Connell, J.P. (1990). Context, self, an action: a motivational analysis of self-system processes across the life-span. In D. Cicchetti (Ed.), The self in transition: infancy to childhood. Chicago: University of Chicago Press.
Connell,J.P., and Wellborn, J.G. (1991). Competence, autonomy, and relatedness: a motivational analysis of self-system processes. In M.R.Gunnar and L.A. Sroufe (Eds.), Self-processs and development: Minnesota Symposium on Child Psychology (Vol.3). Chicago: Univesity of Chicago Press.
Saepudin, 2014
Jensen (Eds.), Handbook of research on teaching the English language arts (pp. 666-675). Mahwah, NJ: Lawrence Erlbaum Associates.
D'Anna, C. A., Zechmeister, E. B., & Hall, J. W. (1991).Toward a meaningful definition of vocabulary size. Journal of Reading Behavior, 23, 109-122. Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal
(September 9), [On-line serial]: Retrieved on 05-September-2013, at URL:http://iteslj.org/Techniques/Deesri-Games.html.
Depdiknas. (2006) Peraturan Menteri Pendidikan Nasional, No. 22 Tahun 2006 tentang kerangka dasar dan struktur kurikulum SMP/MTs. Jakarta: Depdiknas.
Dickinson, D., et al (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465-481.
Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul H. Brooks.
Donovan, J.J., &Radosevich, D.J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84(5), 795-805.
Drea, J. T., Tripp, C., &Stuenkel, K. (2005).An assessment of the effectiveness of an in-class game on marketing students' perceptions and learning outcomes.Marketing Education Review, 15(1), 25-33.
Ehri, L., Nunes, S., Willows, D., Schuster, B., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250-287.
Emilia, E. (2005) A Critical Genre-Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia.(Unpublished Dissertation).The University of Melbourne.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142.
Fletcher, A. (2005) Guide to Students as Partners in School Change. Olympia: Sound Out. Retrieved 2/20/08.
Fowler, A. (1991). How early phonological development might set the stage for phoneme awareness. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy (pp. 97-117). Hillsdale: Lawrence Erlbaum Associates.
Fredricks, J. A., et al. (2005). School engagement. In K. A. Moore and L. Lippman (Eds.), what do children need to flourish? Conceptualizing and measuring indicators of positive development. New York: Kluwer Academic/Plenum Press.
Gagne, R. M. (1977). Analysis of objectives. Instructional design: Principles and applications. Englewood Cliffs, NJ, Educational Technologies Publications, Inc, 115-145.
Gates, A. I. (1930). Interest and ability in reading. New York: Macmillan.
Gathercole, S., Hitch, G., Service, E., & Martin, A. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology, 33(3),966-979.
Gerlach, V. (1980).Teaching and Media.New Jersey; Precentice-Hall, Inc.
Realy Goodstuff for Teaching Vocabulary. Available at
www.reallygoodstuff.com. Accessed in 03 May 2014
Goswami, U. (2001). Early phonological development and the acquisition of literacy. In S. B. Neuman& D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 111-125). New York: The Guilford Press.
Graves, M. E, Juel, C., & Graves, B. B. (2004).Teaching reading in the 21st century (3rd ed.). Boston: Allyn & Bacon.
Hadfield, J. (1990). A collection of games and activities for low to mid-intermediate students of English: Intermediate communication games. Hong Kong: Thomus and Nelson and Nelson and Sons.
Handayani, M. P. (2013). Using children short stories to enhance students’ reading comprehension. Doctoral dissertation at UPI Bandung: Unpublished.
Harmer, J, (2001). How to teach to English. an introduction to the practice of English language teaching. England: Longman.
Saepudin, 2014
Harmer, J. (2007). How to Teach English. England: Pearson Education Limited. Hart, B., & Risley, T. (1995).Meaningful differences in the everyday lives of
young American children. Baltimore: Paul H. Brookes.
Haycraft, J. (1978). An introduction to English language teaching. Harlow: Longman.
Hayes, D. P., & Ahrens, M. (1988). Vocabulary simplification for children: A special case of 'motherese.' Mastery of Child Language, 15, 395-410. Hewings, M. (2004). Pronunciation practice activities. Ernst Klett Sprachen. Hiebert, E.H., & Kamil, M.L. (2005) Teaching and learning vocabulary: bringing
research to practice. New Jersey: LEA, Inc.
Huyen, N. T. T., &Nga, K. T. T. (2003). Learning vocabulary through games. Asian EFL Journal, 5, (4), 90-105.
Jones, R.D. (2009). Student engagement teacher handbook. New York: International Center for leadership in Education
Kasiani, K. (1998). A Study of the technique used in introducing new vocabulary for beginner level of planet kids English course. Malang: Department of English Education.
Kelley, J. A. (1999). Great book of domino games. New York: Sterling Publishing.
Keraf, G. (1984). Diksi dan gaya bahasa. Jakarta: PT Gramedia
Khasanah, P.M.A, Chamdani, &Susiani, T.S. (2012). Upaya meningkatkan penguasaan kosakata bahasa Inggris melalui penggunaan media kartu domino kata bergambar Siswa kelas V SD. Universitas Sebelas Maret Surakarta: Unpublished paper.
Kuhn, M. R., & Stahl, S. A. (1998). Teaching children to learn word meanings from context: A synthesis and some questions. Journal of Literacy Research, 30, (1), 19-38.
Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford University Press.
Lepper, M.R., & Chabay, R.W. (1985). Intrinsic motivation and instruction: Conflicting views on the role of motivational processes in computer-based education. Educational Psychologist, 20, (4), 217-230.
Lessard-Clouston, M. (2013). Teaching Vocabulary. Maryland USA: Gascah Printing.
Lugo, M. (1998). How to play better dominoes. Ontario: Sterling Publishing. Lugo, M., and Kelley, J. A (2003). The Little Giant Book of Dominoes. New york:
Sterling Publishing.
Marzano, R. J. (2010). Using games to enhance student achievement. Educational Leadership, 67, (5), 71-72.
McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press.
McKeown, M. G. (1985). The acquisition of word meaning from context by children of high and low ability. Reading Research Quarterly, 20, (4), 482-495.
McKeown, M. G., & Beck, I. L. (2003). Taking advantage of read-alouds to help children make sense of decontextualized language. In A. van Kleeck, S. Stahl, & E. Bauer (Eds.), On reading books to children (pp. 159-176). New Jersey: Lawrence Erlbaum Associates.
Metsala, J. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
Metsala, J., &Walley, A. (1998).Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability.In J. Metsala& L. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). New Jersey: Lawrence Erlbaum Associates.
McNiff, J. & Whitehead, J. (2002) Action research: Principles and practice. London: Routledge Farmer.
McNiff, J. (1999). Action Research: Principles and Practice. London: Routledge. Miller, R. B., et al. (1996). Engagement in academic work: the role of learning
Saepudin, 2014
Moje, E.J., et al. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
Mongillo, G. (2010). Can learning be fun and games? The influence of everyday language on students' content vocabulary use and concept understanding. Language & Literacy: A Canadian Educational E-Journal, 12, (1), 97-115. Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed
school English? Reading Research Quarterly, 79, (3), 304-330.
Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meaning from context during normal reading. American Educational Research Journal, 24(2), 237-270.
Nagy, W. E., & Herman, P. A. (1985).Incidental vs. instructional approaches to increasing reading vocabulary. Educational Perspectives, 23,(1), 16-21. Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from
context. Reading Research Quarterly, 20, (2), 233-253.
Nation, I. S. P. (2008) Teaching ESL/EFL Reading and Writing. New York: Routledge.
Nation, P. (1994). New Ways in matching vocabulary. Virginia: TESOL.
Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22, (2), 155-175.
Natriello, G. (1984). Problems in the evaluation of students and student disengagement for secondary schools. Journal of Research and Development in Education, 17, 14–24.
Nedomova, A. (2007). Teaching grammar to young learners. Unpublished master thesis, Masaryk University, Czech Republic. Retrieved on 28 September -2013, at URL: http://is.muni.cz/th/44537/pedf_b/bachelor_thesis.pdf
Oxford, R., & Crookall, D. (1989). Research on six situational language learning strategies: Methods, findings, and instructional issues. Modern Language Journal, 73, (4).
Pelletier, C. (2008) Games and Learning: What’s the Connection? International Journal of Learning and Media. 1, 83-101.
Pivec, P. (2009). Does game-based learning exist or is it merely game-based teaching? Proceedings of the European Conference on Games Based Learning, 318-324.
Rasibah. (2006). The effectiveness of using flash card in teaching simple past tense. FITK UIN Jakarta: Unpublished paper.
Richards, J. C. and Rodgers, T. S. (1994) Approaches and Methods in Language Description and Analysis, New York: Cambridge University Press.
Rixon, S. (1991).Young learners of English: Some research perspectives. London: Longman.
Schlechty, P. (1994) Increasing Student Engagement. Missouri: Leadership Academy.
Scott, J., & Nagy, W. E. (2004).Developing word consciousness. In J. Baumann & E. Kameenui (Eds.), Vocabulary instruction: Research to practice (pp. 201-217). NewYork: Guilford.
Senechal, M., et al. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88,(3), 520-536. Skinner, E.A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
Squire, K.D., DeVane, B., & Durga, S. (2008). Designing centers of expertise for academic learning through video games. Theory Into Practice, 47, (3) 240-251.
Stahl, S. (1999). Vocabulary development. Newton, MA: Brookline Books.
Stillings, N, et al. (1987).Cognitive science: An introduction. Cambridge, MA: MIT Press.
Soekatawi. (1995). Meningkatkan Rancangan Instruksional. Malang: Universitas Brawijaya Malang.
Swanborn, M.S. L., & de Glopper, K. (1999). Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69, 261-286. Tarigan, H., G.1985. Pengajaran Semantik. Bandung: Angkasa.
Saepudin, 2014
Thorndike, E. L. (1921). Teacher's word book. New York: Teachers College Press.
Tyson, R. E. (2000). “Serious fun: Using games, jokes, and stories in the language
classroom. Retrieved from
http://english.daejin.ac.kr/~rtyson/fall2000/elt/games.html
Ur, P. (1996). A course in Language Teaching.Practice and Theory. Cambridge: CUP.
Widarso, W.,B. (1989). Bahasa Inggris “Dialek, Ragam, Jargon, Slang, Blends,
and Clipped Words”. Yogyakarta: PT. Kanisius.
Wright, A., Betteridge, D., & Buckby, M. (1984). Games for language learning (2nd ed.). Cambridge: Cambridge University Press.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of Using Games in Teaching Grammar to Young Learners. Ilkogretim Online, 10 (1).
