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Transcript of PROPOSAT Q (Jangan Di Hapus)
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1
ASSIGNMENT
MINI RESEARCH
ABOUT
THE APLICATION OF NUMBERED HEAD TOGETHER (NHT)
TEACHING IN IMPROVE READING COMPREHENDING IN RECOUND
TEXT
Written BY:
UMMI SALAMAH
BP.409 451
ENGLISH TADRIS DEPARTMENT OF TARBIYAH FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
IMAM BONJOL PADANG
1433 H/ 2012 M
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CHAPTER I
INTRODUCTION
1.1 The Background of the StudyThe background of the study, the researcher will explain about what is
English and the four skills in English such as Reading skill that become the first
priority in learning english, because reading is one of information source that has
great benefit. When learning reading usually the students boring in the class
because the teacher teach by using conventional. The researcher give solution it, it
is teaching by cooperative learning such as Numbered Head Together that can the
students more active, motivated and fun in learning reading.
English is a compulsory subject in Indonesia which become teach formally
to Indonesian students when they are in Junior High school. The English subject
consists of four skills such as listening, speaking, reading, and writing. Reading
skills become the first priority to be teaching between the four skills since
communicative approach implementation has been influential in foreign language
learning. It is mandated by the legislation, the curriculum of local content subjects
must be developed by the schools (school- based curriculum developed) namely
Curriculum at the Educational Institution Level (Kurikulum Tingkat Satuan
Pendidikan or KTSP)
Reading is an activity to understand what the text contains. As one of the
language skills, reading contributes to the success of language learning together
with the other skills. Reading enables students to find out information from an
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array of text, ranging from textbook, newspaper, magazines, advertisements,
brochures, etc.
Regrettably, the students reading ability in comprehending a text is still
far from being satisfactory. It can see in the result of Examination that average the
students get score still below KKM (Kriteria Ketuntasan Minimum). Questions of
National Examination, Testing of UMB, SPMB are primarily related to reading in
addition to grammar, language function, and vocabulary in which question are
mainly based on the reading text.
The facts also show that the students problems in comprehending text are:
first, the strategy a teacher still use conventional in teaching reading. Second, the
students do not enjoy the lesson. Third, students have limit number of vocabulary.
If students encounter some words they dont know the meaning it, they tend to
answer the question by guessing or choosing randomly if the test in the form of
comprehension question or in the form of multiple choice.
Considering the fact above, there is an urgent need to application a
strategy or technique that can help solve these problem and involve the teacher
and students so that the teacher are not too dominant in the class and students
can be involved in cooperative and interesting activities Such as Cooperative
learning strategy. According Johnson and Holubec(1994) cooperative learning is
an instructional use of small groups through which students work together to
maximize their own and each other learning. This strategy is expected to give
alternatives when dealing with students problem in reading ability
comprehendding Genre and overcome boredom in the reading class activities.
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Numbered Head Together (NHT) is one of cooperative learning strategy that can
be applied for reading activity( Kagan in Richard&Renandaya, 2002). Students
are placed in groups and each person is given a number ( from one to the
maximum number each group ). The teacher poses a question and students put
their head together to figure out the answer. Students can work together to find
the answers.
Based on the explanation about NHT technique, the Researcher is
interested to application Numbered Head Together (NHT) technique in improving
students reading ability in comprehending recount text at SMP Swasta Daerah
Sei Bejangkar, and researcher using Text Genre to measure how far students
reading ability in comprehending text Genre such as Descriptive, Narative,
recount, report text Etc. But the reseacher just choose Recount Text as test to this
Research.
1.2 The Formulation of The StudyBased on the background of the study , it is necessary to formulate the
problem of this research as :
1.How can the application of Numberd Head Together (NHT) techique in
improving students reading ability in comprehending Recount text?
2. Are students more motivated and active in reading activity if the teacherapplying of Numbered Head Together(NHT)?
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1.3 The Scope of the StudyThis study is primarily focus on the application of Numbered Head
Together(NHT) technique in improving students reading ability in
comprehending recount text. It is conduct only for the eighth grade students in
SMP Negeri 3 Rao.
1.4 The Objective of the StudyBased on the background and the scope of the study, the objective of the
study are:
1. To find out the application of Numbered Head Together(NHT) tecniquein improving students reading ability in comprehending Recount text.
2. To find out the students more motivated and active in reading activity ifthe teacher applying of Numbered Head Together( NHT)
1.5 The Significance of the StudyTheoretically
This study will help a teacher and the students in learning English.
Numbered Head Together ( NHT) technique to improving the teaching and
learning process in reading skill, especially in comprehending recount text
because it is realized that the discussion class technique like Numbered Head
Together( NHT) has an important role in helping the students in understanding a
text and to be the students more creative and dynamic to explore their ideas
during the discussion in Numbered Head Together Technique.
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Practically
1. The teacher of English as the basic information in teaching readingcomprehension through Numbered Head Together ( NHT ) technique.
2. The Students as sample to see successfully in improving their knownledge ofreading comprehension by Numbered Head Together ( NHT)
3. To everybody who interested in doing research related to this study can be areference.
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CHAPTER II
REVIEW OF LITERATURE
2.1 Theoretical Orientation
In conducting the research, definition of theories are needed to explain
some concepts applies concerning to the research. The term must be clarified to
avoid confusion. The following terms are use in this study.
2.1.1 Definition of ReadingReading is defined as the meaningful interpretation of printed or written
verbal symbol ( Kustaryo, 1988: 2 ). Furthermore, Nunan ( 2003 : 68 ) state that
reading is a fluent process of readers combining information from a text and their
own background knowledge to building meaning.
Reading is the ability to draw meaning from the printed page and interpret
this information appropriately. Reading is not just saying the words but must
always be a meaning getting process, Many students can read the words in the
passage perfectly, but they are not able to answer question and comprehend the
passage well.
When students are given a specific purpose for reading, they tend to see
the text as a learning device and read one word at a time. When they come to a
word they do not know, they stop to think about it and look it up. Often students
sub-vocalize; i.e. read the words on their heads. This gives them time to think
about the phrasing and pronunciation, but it means they read very slowly, and
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often fail to interpret the whole meaning. They need to read the text two or three
times to get even an appropriate sense. It takes and many less motivated learners
will give up.
Motivated learners do seem to absorb a lot of language by reading very
thoroughly. But to become efficient readers, they need to develop a more versatile
range of reading habits. Readers need to work out which belong together and form
units of meaning a phrasing or chucking process they also need to recognize the
key words and phrases.
2.1.2 Reading Purposes
According to Grabe and Stoller ( 2002 : 12 ),the purpose for reading are :
1) Reading to search for simple informationReading to search for simple information is a common reading ability. It is a
relatively independent cognitive process. It is used so often in reading tasks that it
is probably best seen as a type of reading ability. In reading to search, we
typically scan or skim the text for a specific piece of information of a specific
words.
2) Reading to Learn From Texts
Reading to learn typically occurs in academic and professional context in
which a person needs to learn a considerable amount of information from a text. It
requires abilities to :
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a) Remember main ideas as well as a number of details that elaborate themain and supporting ideas in the text.
b) Recognize and build rhetorical frames that organize the information inthe text.
c) Link the text to the readers knowledge base.3) Reading to Integrate Information, Write and Critique Texts
Reading to integrate information requires additional decisions about
relative importance of complementary, mutually supporting or conflicting
information and the likely restructuring of a rhetorical frame to accommodate
information from multiple source. Theses skills inevitably require critical
evaluation of the information being read so that the reader can decided what
information to integrate and how to do it for the readers goal. Both reading to
write and critique tasks may be tasks variants of reading to integrate information.
Both require abilities to compose, select, and critique tasks that call upon the
reading abilities needed to integrate information.
4) Reading for General Comprehension
Reading for general comprehension is the most basic purposes for reading.
Reading for general comprehension requires very rapid and automatic processing
of words, strong, skills, in information a general meaning representation of main
ideas, an efficient coordination of many processes under very limited time
constraints. Because of its demands for processing efficiency, reading for general
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understanding may, at times, even be more difficult to master than reading to
learn.
2.1.3 Reading Comprehension
Comprehension is a special kind of thinking process. The reader
comprehends by actively constructing meaning internally from interacting with
the material that is read. Successful comprehension involves the readers
discovering the meaning needed to achieve the particular purposes set for or by
him.
To comprehend what is read, readers must organize the information in a
way that makes sense to them and accept responsibility for constructing meaning.
Among the active process involved are :
a) Selective attentionselecting relevant information from texts.b) Memorytransferring selected information to long term memory.c) Constructionmaking internal connections among ideas learned from the
text.
d) Integrationbuilding connections between existing knowledge and ideasacquired in reading ( McNeil, 1992 : 5 ).
According to Heilman, Bliar, and Rupley ( 1981 : 160 ), reading
comprehension is a process of making sense of written ideas through meaningful
interpretation and interaction with language. Reading comprehension is best
viewed as multifaceted process affected by several thinking and language abilities.
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The readers is the person who must do the comprehension, and therefore
the characteristics of the readers as an individual must be considered when
assigning materials. The readers familiarity with the concepts as vocabulary
presented, decoding ability, purpose for reading and attitude toward reading itself
all will influence comprehension.
2.1.4 Levels of Reading Comprehension
According to Burns, Roe, and Ross ( 1984 :177 ), there are four levels of
reading comprehension : they are literal, interpretative, critical and creative
comprehension.
Literal comprehension involves acquiring information that is directly
stated in a selection. Recognizing stated main ideas, details, causes and effects,
and sequences is the basis of literal comprehension and a through understanding
of vocabulary, sentences meaning and paragraph meaning is important.
Interpretative reading involves reading between the lines or making
inferences. It is the process of deriving ideas that are implied rather than directly
stated. Skills for interpretative reading include : inferring main ideas in which the
main ideas not directly stated, inferring cause and effect relationship when they
are not directly stated, inferring referents of pronouns, inferring referents of
adverbs, inferring omitted words, detecting mood, detecting the authors purpose
in writing, drawing conclusion.
Creative reading involves going beyond the material presented by author.
It requires the readers to think and to use their imagination as they read. Creative
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reading concerns with the production of new ideas, the developments of new
insights, fresh approaches, and original constructs.
2.1.5 Cooperative Learning
Cooperative learning is an approach of teaching that makes maximum use
of cooperative activities involving pairs and small group of learners in the
classroom. Olsen and Kagan (1992 : 8m ) describe that cooperative learning is a
group learning activity which is organized, so that the learning depend on the
structured exchange of information between the learners in group and in which the
learner is accountable for his or her learning, and is motivated to increase the
learning of the other. From this description, we can say that cooperative activities,
individual activities, seek out to come are beneficial to all other group members.
Students learn best when they are actively involved in the process. It
means that students learn more of what is taught by working cooperatively with
others. Cooperative is not having students sit side by side at the same table to talk
with each other, and not assigning a report to a group of students where one
students does all the work. Cooperative is much more than being physically near
other students, discussing material with other students, helping other students or
sharing material among students.
2.1.6 The Nature of Numbered Head Together (NHT)
Numbered Head Together (NHT) is one of the cooperative learning
structures designed to engage all students to promote their academic and social
interactions (Harper, Maheady & Mallette, 1994). Originally, it was developed by
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Spencer Kagan (1989) to make students cooperate better and cultivate their habit
of sharing information and ideas. As Olsen and Kagan (1992) indicated, NHT
applied time and again to different curriculum materials and in a diversity of
subjects, to all grade levels and to any topic in lesson. Furthermore, it is also a
simple, content free way of encouraging social interaction in the classroom (
Kagan, 1989).
2.1.7 Other Researchers
There are an example from the success people in used the Numbered Head
Together(NHT) technique in reading. Zuhriyatus Saadah, Metode Numbered
Head Together dalam pembelajaran Bahasa Jerman di SMA Negeri Gondaglegi
(2009). This research is a quantitative research using the research design of
experiment quotient. The findings in this research show that the students
response to NHT technique is positive enough and she conclude that students who
are teach using NHT technique.
Siti Khodijah Lubis, The Effect of using numbered heads together and
think-pair-share strategies on the students ability in reading comprehension
narrative text at MAS PAB Medan(2009). This research is a quantitative research
using the research design of experiment quotient. The findings in this research
show that the students response to TPS and NHT strategies are positive enough
and she concluded that students who were taught using NHT strategy got better
results than those who were taught using TPS.
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2.1.8 Using of Numbered Head Together
Numbered Head Together is a cooperative learning strategy that holds
each students accountable for learning material. Students are placed in groups and
each person is given a number ( from one to the maximum number each group ).
The teacher poses a question and students put their head together to figure out
the answer. The teacher calls a specific number to respond as speaker person for
the group. By having students work together in a group, this strategy ensures that
each member knows the answer to the problems or question asked by the teacher.
Because no one knows which number will called, all team members must be
prepared.
Steps of Numbered Head Together:
1. Divide the students into groups of four and give each one a number fromone to four.
2. Pose a question or a problem to the class.3. Have students gather to think about the question and to make sure everyone
in their group understands and can give an answer.
4. Ask the question and call out a number randomly.5. The students with that number raise their hands, and when called on, the
students answers for his or her teams.
There is an expectation that everyone in the group will be able to answer
the question following the discussion. Kagan suggest the teacher phrases
questions beginning with, put your head together and or make sure you
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can all. There are many otherways of ensuring the teacher cues the students
into the collaborative activity.
The students work together. They quite literally put their heads together
in order to solve the problem and also ensure the everyone in the group can
answer the question.
The teacher now ask for an answer by calling a number ( This might be atrandom or can initially decide by the teacher in order to ensure the process
is successful ) the students with the number called then take it in turns to
answer.
If there are not enough students ready to respond, the teacher may judgethat a little more time is needed or extra support given.
When the teacher is satisfied answer can be taken, there are a number ofchoices.
Select one students. Select one but ask others to elaborate, comment etc. Ask different students to give a particular part of the answer.
These are all sequential responses. The teacher can also use Kagan
description as simultaneous answers :
All students showing their work. Students use whiteboards to show their group work. Positive Interdependence The students are able to learn from each other.
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They must also work together to ensure there is one product to theirlearning.
They must check that everyone can understand and answer the question.Individual Accountability
High students are accountable to each other for sharing ideas. The students
may also be required to share their partners ideas to another pair or whole group.
Every student must be able to give the response to the question .Equal Participant
Each student within group has equal opportunity to share. It is possible
that one student may try to dominate. The teacher can check this does not happen.
2.1.8.1 The Advantages of Numbered Head Together
1. It can improve students academic achivement and be applied to almost allsubject areas.
2. It can increase students engagement3. It decreases dominance from cleaver students so that students equal
participation will be apparent.
4. It motivates students to learn5. It encourages peer tutoring from smart students who know the answer to
other team members who do not
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2.1.8.2 The Disadvantages of Numbered Head Together
1. Possibility of called number to be called again by teacher2. Do not all group member called by teacher3. Bright students tend to act superior
2.1.9 The Nature of Recount Text
The purpose of recount text is to tell a series of even happenning one after
another. A recount starts with an orientation which introduces participants ( Who)
and provides setting (where and when) following the orientation, a series of
events are recorded. Finally, a reorientation, which usually gives a reason,
conclude recount (Derewianka:1990)
A recount text is normally present in the past tense and temporally
sequence. A summary of the characteristics of recount is present in the following
table. It is so important to note that orientation and reorientation are also
called introduction and conclusion. Respectively.
Text type Purpose Generic Structure Main Grammatical
features
Recount To tell a series
of events
happening one
Orientation(who,
where, when) records
of events ,
Past tense temporal
sequence
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after another Reorientation
A.Types of Recount Personal recount is recounting an experience in which the author has been
directly involved, e.g. oral anecdote, diary entry, and biograpy
Factual Recount is retelling an event or incident such as a newspaper report,an accident report
Imaginative Recount is taking on a fictitious role and relating imaginaryevent, e.g. a day in the life of a new puppy.
B. Generic (Schematic) StructureDerewianka explain as follows:
1. The focus is on a sequence of events, all of which relate to a particularoccasion.
2. The recount generally begins with an Orientation3. Giving the reader / listener the background information needed to
understand the text (i.e, who was involved, where it happened, when it
happened).
4. Then the recount unfolds with a series of events5. Ordered in chronological sequence6. At various stage there may be personal comment
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7. On the incident ( e.g, we had a wonderful time)C. Significant Language FeaturesGeneral
1. Specific participants (Mrs. Brady, our dog, the shopkeeper)2. Use of simple past tense ( She Smiled, it Barked, he pointed)3. Use of action verbs / material process (went, climbed, etc)4. Use of linking items to do with time ( on Wednesday, then, at the same
time, next, later, before)
5. Details irrelevant to the purpose of the next should be avoided.Personal Recount
1. Use the first person pronouns ( I, We)2. Personal responses to the events can be included, particularly at the end3. Details are often chosen to add interest or humor
Factual Recount
1. Use third person pronouns ( he, she, it, they)2. Details are usually selected to help the reader reconstruct the activity or
incident accurately
3. Sometimes the ending describes the outcome of the activity ( e.g. in ascience experiment)
4. Mention of personal feelings is probably not appropriate5. Details of time, place and manner may need to be precisely stated (e.g. at
2. 35. P. m, between Johnson St and of 80 KM)
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6. Descriptive details may also be required to provide precise information( a man with a yellow shirt, black shoes, and long hair weigh 85 kilos and
approximately 190 cm tall)
7. The passive voice may be used(e.g. the breaker was filed with water)8. It may be appropriate to include explanation and justification
Imaginative Recount
1. Usually written in the first person2. It may be appropriate to include personal reactions
EXAMPLE OF PERSONAL
RECOUNT TEXTGENERIC STRUCTURES
I went to the swimming pool on
Saturday with my grandma and
granddad. Grandma brought me a newswimming costume as a treat and I
wanted to wear it.
ORIENTATION
First of all I went in the changing
rooms with grandma and got changed.
You have to put your clothes in a little
locker and then you put 10p in so you
can look it. It had to put the key on a
band round my ankle.
Next we went into the water. Granddad
sat on the side to watch us but
Grandma and I went down the steps
into the water. It was very cold and
Grandma made me jump up and down
EVENTS
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to get warm. If I wear my arm bands I
can nearly swim a width. Grandma
cant swim at all.
Then got dressed and grandma and
granddad bought me a coke and a bag
of chips. It was nice because you could
sit and eat and watch the swimmers at
the same time.
I learned the way to do arm and leg
movements for breast stroke. Im
going to lay on my bed and practice
this every day. Next time I go to the
pool I might be able to swim.
RE- ORIENTATION
2.2 Conceptual Framework
The success in teaching reading is influenced by the technique that is used
in that teaching process. That is why the teacher should select the appropriate
technique in teaching reading. Numbered Heads together is suitable to be applied
in teaching reading. It can improving students reading comprehension because
the procedures are do in groups so that student can cooperate, help each other and
freely share their ideas about the text that they read. In numbered heads Together
is a cooperative learning strategy that holds each students accountable for learning
the material. All students have ready to answers the question from teacher.
Students are placed in group and each person is given a number ( from one to the
maximum number in each group ). The teacher poses a question and students
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put their heads together to figure out the answer. The teacher calls a specific
number to respond as speaker person for the group. By having students work
together in a group, this strategy ensures that each member knows the answer to
problems or question asked by the teacher. Because no one knows which number
will be called, all team members must be prepared. To conclude, teaching reading
through Numbered heads together will have a significant influence in improving
students reading ability in comprehending recount text. Students will find that
reading is more interesting and easier to do.
CHAPTER III
RESEARCH METHOD
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3.1 Research DesignThe research design is conducted in experimental design by using
quantitative research with two groups namely experimental and control group.
The Experimental group teaches by using numbered head together (NHT)
technique and control group teach conventionally. Both groups give pre-test and
post test.
3.3 The Instrument for Colleting Data
In this research, the data collected by quantitative data, the writer conduct
a reading test and test of write down recount text . The test used to measure
students abilty in comprehending the reading text and test of write down recount
text used to measure students comprehending in write a recount text. The test
give in the beginning of the study. Students ask to choose one of the best answer
of four It is in the from of multiple choices consisting of 16 items to reading
comprehension test each correct answer give 5 score and to incorrect answer give
0 score. And the test to measure students comprehending in write a recount text
the researcher give 1(one) pure text, and the students ask to write down or
retelling the story by using own words. If they write down recount text is right or
according with Generic Structure of Recount text, they get 20 score. So the total
from the both tests is 100 score.
3.4 The Procedure of Analyzing the data
3.4.1 Pre-test
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Pre-test is conducted to find out The students reading ability before
having the experiment. The pre-test will give to the students and their tasks is
scored. The result of the pre-test is considered as the preliminary data.
3.4.2 Experiment
The experiment conducted after the administration of pre-test. There are
two experiments conducted in this research. The experimental group will be teach
by Numbered Head Together (NHT) technique and the control group will
teaching by conventional way.
3.4.3. Post-test
The post-test is administrated to measure students competence after the
treatment. Then the datas take from the test is compared and analyzed. The test
for the posttest is the same.
3.5 Technique of Data AnalysisAfter collecting the data, the researcher analyzes the data by using Pearson
Product moment formula to identify whether reading comprehension of the
experimental group is significantly difference from the control group of the end of
research. To see the result is statistically significant different. The formula is :
}}{{2222
YYNXXN
YXXYNrxy
Where :
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xyr = Relation Coefficients
N = The number of sample tested
X = using Numbered Head Together (NHT) technique
Y = using conventional technique
XY = The Number of Multiplication Between X and Y
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