75
BIBLIOGRAPHY
Alberti, Y. (2014). Improving Students’ Reading Comprehension on Narrative Texts by Using Story Grammar Strategy at Grade VIII D of SMP N 1 Pondok Kelapa Bengkulu Tengah. Skripsi. Universitas Bengkulu
Amira. 2018. The Implementation of RCRR (Read, Cover, Remember, Retell) Strategy To Improve Students' Achievement In Reading Comprehension Skripsi. University of Muhammadiyah Sumatera Utara, Medan.
Arikunto, S. (2015). Penelitian Tindakan Kelas. Edisi Revisi. Jakarta: PT Bumi Aksara.
Brookhart, S. M. (2019). Feedback and Measurement. In Classroom Assessment and Educational Measurement. Taylor & Francis.
https://doi.org/10.4324/9780429507533-5
Brown, H. D. (2004). Language Testing Book: Principles and Classroom Practice.
Book, 314.
Burns, A. (2010) Doing Action Research in English Language Teachin. A Guide for Practitioners. New York: Routledge
Caldwell, J. S., Joyce, J., & Janet W. Lener. (2014). Reading problems: Assessment and teaching strategies (3rd ed.).
Dimino, J., Gersten, R., Carnine, D., & Blake, G.1990.Story Grammar: An Approach for Promoting at-risk Secondary Students’ Comprehension of Literature. The Elementary School Journal, 91(1), 19-32.
Dorn, L. J., & Soffos, C. (2005). Teaching for Deep Comprehension; a reading workshop approach.
Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca Pentru Educatie Multidimensionala, VIII(I), 125–147.
https://doi.org/10.18662/rrem/2016.0801.08
Klano. 2019. The Effectiveness of Story Grammar Strategy at Second Graders' Reading Skill of SMPN 3Narmada in Academic Year 2018/2019. Skripsi.
Universitas Muhammadiyah Mataram, Mataram.
Klingner, J. K. et al 2007. Teaching Reaading Comprehension to Students with Learning Difficulties. New York: The Guilford Press
Lamprianou, I., & Athanasou, J. A. (2019). A Teacher’s Guide to Educational
76
Assessment. In A Teacher’s Guide to Educational Assessment.
https://doi.org/10.1163/9789087909147
Mahmoud, A., &Nazal, A. 2010. The Effect of Using Story Grammars on the Students’ Achievement. Journal of Al-Quds Open University for Research and Studies, 21(1), 27-57.
McKay, Sandra Lee.(2006). Researching Second Language Classrooms. London:
Lawrence Erlbaum Associates.
Peter Knapp and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing, (Sydney: University of New South Wales, 2005)
Rachmawati, Wavy, Fauris Zuhri. S. Pd., M. Hum. Esti Kurniasih. S. Pd., M. P.
(2013). The Implementation of Picture Series in Teaching Narrative Writing for the Tenth Graders of SMAN 2 PONOROGO. Ejournal Unesa, Volume 01.
Robertson, S. (2017). Reading for Understanding in ASD. In The ASHA Leader (Vol. 22, Issue 10). https://doi.org/10.1044/leader.ov.22102017.np
Saiful, Jabu, B., & Atmowardoyo, H. (2019). The effects of the porpe method on students’ reading comprehension and metacognitive awareness. Journal of Language Teaching and Research, 10(3), 569–582.
https://doi.org/10.17507/jltr.1003.21
Saputra, D. A. (2020). Improving Students’ Understanding Of Language Features Of Explanation Text By Using PowerPoint At The Eleventh Grade Of SMA Negeri 2 Tanjungpinang In The Academic Year Of 2019/2020.Universitas Maritim Raja Ali Haji.
Schmitt, M. C, & O’ Brien, D. G. 1986. Story Grammars: Some Cautions about The Translation of research into Practice. Reading Research and Instruction, 26, 1-8.
Short, E. J. & Ryan, E. B. 1984. Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training. Journal of Educational Psychology, 76, 225-235.
Sibarani. 2015. The Effect of Applying Story Grammar Strategy on Students’
Achievement in Reading Comprehension of Narrative Text. Skripsi.
Universitas Negeri Medan. Medan.
Smallwood, C. (2013). Reading comprehension. In Paris Review (Issue 206).
https://doi.org/10.1177/2372732215624707
77
Stringer T. Ernest. (2007). Action Research Third Edition.
Sudijono, A. (2008). Pengantar Statistis Pendidikan. PT. Raja Grafindo Persada.
Sudjana. (2002). Metode statistika (keenam). PT. Tarsito.
Van Den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension.
School Psychology Review, 41(3), 315–325.
https://doi.org/10.1080/02796015.2012.12087512