THE EFFECTIVENESS OF USING
DISCUSSION METHOD IN TEACHING
READING SKILL AT THE FIRST YEAR STUDENTS OF SMPN 2
LINGSAR IN ACADEMIC YEAR 2014/2015
A
THESIS PROPOSAL
By
SAMSUL HADI
11.411.335
MATARAM INSTITUTE OF TEACHER TRAINING AND EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
ENGLISH DEPARTMENT
2014
TABLE OF CONTENTS
TITTLE
PAGE.............................................................................................. i
TABLE
OF CONTENTS.............................................................................. ii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................... 1
B. Statement of the Problems...................................................................3
C. Purpose of the Study.......................................................................... . 3
D. Significance
of the study....................................................................... 3
E. Scope of the study................................................................................. 4
F. Definition of the Key Terms.................................................................. 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Nature of Reading ......................................................................... 5
B. Reading as a Language Skill................................................................. 5
C. Types
Skills in Teaching Reading..........................................................6
D. Principles in Teaching Reading............................................................. 7
E. Way in Teaching Reading...................................................................... 9
F. Approach, Method, and Technique.................................................... 12
G. The Definition of Discussion Method................................................. 13
H. The Significance of Discussion Method.............................................. 13
I. Advantages and Disadvantages of Discussion
Method..................... 14
J. Hypothesis........................................................................................... 18
CHAPTER III RESEARCH METHOD
A. Design of the Study............................................................................. 19
B. Population and Sample........................................................................ 20
C. Research Instrument.......................................................................
21
D. Method of Collecting Data.................................................................. 22
E. Scenario of the Research...................................................................... 23
F. Technique of the Data Analysis........................................................... 24
BIBLIOGRAPHY.......................................................................................... 26
CHAPTER I
INTRODUCTION
A.
Background of the
Study
As we know that reading is a
constantly developing skill. Like any skill, we get better at reading by
practicing. And conversely, if we do not practice, we will not get better and
our skills may deteriorate. From age three to one hundred and three, reading
practice is what helps us become better readers (Johnson, 2008: 3).
Reading is an extraordinary
achievement when one considers the number of levels and components that must be
mastered (McNamara, 2007:3). Through reading students can get much knowledge
and information to enrich their knowledge, the students need to be taught by
using some authentic reading materials such as journals, brochures, newspaper,
magazines, and textbooks. For the students who want to develop their knowledge,
reading comprehension skill is very important. They can improve their knowledge
in many fields and teacher help students to read and comprehend English source
which are relevant with their field to study.
Furthermore, in learning
English students are hoped to master some of the English skill, such as;
listening, speaking, reading, and writing skills. All of these skills overlap
each other. Related to English reading in common, some of the advantages, which
may took from are; students may be able to find much of new information, enrich
their vocabulary and expend their knowledge. Specifically, by reading whether
for English passage or even newspaper, brochures, magazine, and many other
reading resources, students are able to know how the researcher construct their
writing, know what are containing on the passage, the ideas on each paragraph
and students are able to their vocabulary indirectly.
But in reading process
most of the students at any levels whether the low levels complain that in
reading English text, sometimes they cannot understand what they read or what
are the information in it. Besides, the students feel very difficult when study
about reading some of the paragraphs in their text book and every teaching
about reading, the students always complain because they cannot read it with
right pronunciation, they only spell those sentences and the students look
bored when they open their text book.
The problems explained above cannot be separated
with the teacher responsibility to solve students’ problems. Researcher sees
the different phenomenon in the school. The teacher has not applied some
interactive techniques in teaching reading. Applying discussion method in
teaching and learning process is one of the methods which are hoped it can give
the knowledge and the creative thinking for the students either in cognitive,
affective or psychomotor.
Meanwhile SMPN 2 Lingsar as one of the educational
department has a responsibility to guide and develop several learning methods
in increasing the students’ skill especially for reading skill, it is very
important to be done because by applying discussion method the students will be
active participant and they will be motivated in learning English.
Based on some explanations above the researcher
interested in doing a research about: The effectiveness of using discussion
method in teaching reading skill at the first year students of SMPN 2 Lingsar
in Academic year 2014/2015.
B.
Statement of the
Problem
Based on the background above,
the researcher would like to answer the question that stated; is discussion
method effective in teaching reading skill at first
year students of SMPN 2 Lingsar?
C.
Purpose of the
Study
The aim of the study is that
the researcher would like to find out whether discussion method is effective in
teaching reading skill or not.
D.
Significance of the
Study
1.
Theoretical significance
a.
The result of this study will give theoretical
information of the English teacher about their reading ability at the first year students of SMPN 2
Lingsar
in academic year 2014/2015.
b.
To deliver a method in learning English especially in
reading skill at the first year students of SMPN 2 Lingsar in academic year 2014/2015.
2.
Practical Significance
a.
The result of this study is hopefully as additional
knowledge or information and how to solve the students’ problem dealing with
reading skill.
b.
To motivate the student in developing their abilities in
English reading skill by applying a method that can make them be more active in
classroom.
E.
Scope of the Study
From the previous discussion in the background of the study above, the
researcher finds out that using discussion method is quite effective in
teaching reading. Therefore, the researcher would like to proof whether the scores
of reading taught by using discussion method is better or not. Therefore, the
researcher limits the scope by taking the sample at the first year students of SMPN 2
Lingsar
at academic year 2014/2015.
F.
Definition of Key
Terms
To avoid misunderstanding is side of the readers, the
researcher provide some definition of key terms bellow:
1.
Discussion method: the way in teaching by discussing a
topic in a specific lesson, therefore it will create a different definition and
different students’ attitude. In this method, all the students will be active
participant to solve the problem of the topic they discussed (imansjah, 2005:
81).
2.
Reading: a fundamental goal that children must master in
order to be successful in school and in life.
CHAPTER II
REVIEW OF RELATED
LITERATURE
A.
The Nature of
Reading
Reading is a multi component,
highly complex process that involves many interactions between readers and what
they bring to the text (previous knowledge, strategy use) as well as variables
related to the text itself (interest in text, understanding of text types).
Meanwhile Vocca et al (1993: 31) reading is an active process, which is
occurred in human brain to make meaning of the text is depend on how is brain
process information from text and it is supported by his existing knowledge.
From the explanation above, the researcher can conclude that reading is an
active process, which is occurred in human brain to make meaning of the text
that involves many interactions between readers and what they bring to the text
must master in order to be successful in school and in life.
B.
Reading as a
Language Skill
Reading is an extraordinary
achievement when one considers the number of levels and components that must be
mastered. Consider what it takes to read a simple story. The words contain
graphemes, phonemes, and morphemes. Sentences have syntactic composition,
propositions, and stylistic features. The reader needs to distinguish given
versus new information in the text and implicitly acknowledge what is shared
among most readers in a community (called the common ground). At more global levels, the reader needs to identify
the genre, rhetorical structure, plot, and perspective of different characters,
narrator, theme, story point, and sometimes the attitude of the author. (McNamara,
2007: 3)
C.
Types Skill in
Teaching Reading Macro and Micro Skills
A use full way of sintering the
above two lists is to consider a finite number of micro and macro skills
implied in the performance of reading comprehension. Richard (1983: 121) list
of micro skills have proven useful in the domain of specifying objectives for
learning and may be even more useful in forcing test makers to carefully
identify specific assessment objectives. The skills are subdivided into what I
prepare to think of as micro skills (attending to the smaller bits and chunks
of language, in more of bottom-up process) and macro skills (focusing on the
larger elements involved in a top-down approach to a listening task).
Micro skills
1.
Discriminate among the distinctive sound of English
2.
Retain chunks of language of different length in
short-term memory.
3.
Recognize reduced forms of words.
4.
Distinguish word boundaries, recognize a core of words,
and interpret word order patterns and their significance.
Macro skills
1.
Recognize the communicative functions of utterances,
according situations, participants, goals.
2.
Infer situations, participants, goals using real word
knowledge.
3.
Distinguish between literal and implied meanings. (brown,
2000: 121)
D.
Principles for
Teaching Reading
The following principles can
guide the design and practice of a reading programmed. For another list of
principle, see Williams (1986: 6-10).
Meaning-focused
input
1.
Practice and training in reading should be done for a
range of reading purposes. A reading course should cover these purposes-reading
to search for information (including skimming and scanning), reading to
critique text, and reading to write.
2.
Learners should be doing reading that is appropriate to
their language proficiency level. These course should include reading
simplified material at a range of levels, particularly extensive reading of
graded readers.
3.
Reading should be used as a way of developing language
proficiency. Learners should read with 98 percent coverage of the vocabulary.
Meaning-focused output
Reading should be related to
other language skills. The course should involve listening, speaking and
writing activities related to the reading. See, for example, Simcock (1993: 52)
using the ask and answer technique and several others described later in this
book.
1.
Learners should be helped to develop the skills and
knowledge needed for effective reading. The course should work on the sub
skills of reading and the language features needed to read, including phonemic
awareness activities, phonics, spelling practice, vocabulary learning using
word cards, and grammar study. Some of this can be done through intensive
reading.
2.
Learners should be given training and practice in a range
of reading strategies. These strategies could include-previewing, setting a purpose,
predicting, posing questions, connecting to background knowledge, paying
attention to text structure, guessing word from context, critiquing, and
reflecting on the text. Janzen and Stoller (1998: 62) describe a similar list
of strategies.
3.
Learners should be given training and practice in
integrating a range of strategies. Learners should be familiar with a strategy
package procedure like reciprocal teaching or concept-oriented reading.
4.
Learners should become familiar with a range of text
structures, such as these used in newspaper reports, stories, recounts and
information reports.
Fluency Development
1.
Learners should be helped and pushed to develop fluency
in reading. They need to read material that is very familiar and contains
unknown language features. These also should be speed reading practice in word
recognition and in reading for understanding. These can include activities like
speed reading, repeated reading, paired reading, scanning, and skimming.
2.
Learners should enjoy reading and feel motivated to read.
Learners should have access to interesting text and be involved in activities
like listening to stories, independent reading, and share reading (blown-up
books).
3.
Learners should read a lot, this can be monitored and
encouraged through the use of extensive reading and issue logs.
E. Ways in Teaching Reading
1.
Intensive reading
Intensive study of reading
texts can be a means of increasing learners’ knowledge of language features and
their control of reading strategies. It can also their comprehension skill. The
classic procedure for intensive reading is the grammar translation approach
where the teacher works with the learners, using the first language to explain
the meaning of a text, sentence by sentence.
2.
Extensive reading
Extensive reading fits into the
meaning-focused input and fluency development strand of a course, depending on
the level of the book that the learners read. When the book contains only a few
unknown vocabulary and grammar items, extensive reading provides the conditions
for meaning focused to input. Where the book are very easy ones with virtually
no unknown items, extensive reading provides the conditions for fluency
development. (Nation, 2009: 49)
According to Brown’s (2000: 306-309) there are some strategies for reading
comprehension, it will be discussed as follows:
1.
Identify the purpose in reading
Efficiency reading consists of
clearly identifying the purpose in reading something. By doing so, you know
what you are looking for and can weed out potential distracting information.
2.
Use grapheme rules and patterns to aid bottom-up decoding
(especially for beginning level learners)
At the beginning level of
learning English, one of the difficulties students encountering learning to
read is making correspondences between spoken and written English. In many
cases, learners have become acquainted with oral language and have some
difficulty learning English spelling convention. They may need hints
explanation about certain English orthographic rules and peculiarities.
3.
Use efficient silent reading techniques for relatively
rapid comprehension (for intermediate to advance level)
In teaching the beginning level students, this particular strategy will not
apply because they are still struggling with the control of a limited
vocabulary and grammatical patterns. The intermediate to advance level students
need not be speed readers. But they can increase their efficiency by few silent
reading rules:
a.
The teacher does not need to pronounce each word.
b.
Try to visually perceive more than one word at time,
preferably phrases.
c.
Unless a word is absolutely crucial to global
understanding, skip over it and try to infer its meaning from its context.
4.
Skim the text for the main idea
Perhaps the two most valuable
reading strategies for learners (as well as native speakers) are skimming and
scanning. Skimming consists of quickly running eyes across a whole text (such
as an essay, article, or chapter) for its gist. Skimming gives reader the
advantage of being able to predict the purpose of the passage, the main topic,
or message and possibly some of developing supporting ideas. This gives them a
head start as they embark on more focus reading.
5.
Scan the text for specific information
The second in the most valuable category is scanning, or quickly searching
for some particular piece or pieces of information in a text. The purpose of
scanning is to extract specific information without reading through the whole
text.
6.
Use semantic mapping or clustering
The strategy of semantic mapping or grouping ideas into meaning clusters
helps the readers to provide some order to the chaos.
7.
Guess when you are not certain
This is an
extremely broad category. Learners can use guessing to their advantage to:
a.
Guess the meaning of a word.
b.
Guess a grammatical relationship (e.g. a pronoun reference).
c.
Guess a discourse relationship.
d.
Guess about a cultural reference.
e.
Guess contain message
F.
Approach, Method
and Technique
According to Richards and
Rodgers (1982: 54) a method is an umbrella term from the specification and
interrelation of theory and practice. An approach defines assumption, beliefs,
and theories about the nature of language and language learning. Design
specifies the relationship of those theories to classroom materials and
activities (Brown, 2000: 14). So, Richards and Roger’s reformulation of the
concept is soundly conceived; however, their attempt to give meaning to an old
term did not catch on the pedagogical literature.
Meanwhile Brown defines the three terms as follows:
1.
Approach: Theoretical well-informed positions and the beliefs
about the nature of language, the nature of language learning, and the
applicability of both to pedagogical settings.
2.
Method: A generalized set of classroom specifications for
accomplishing linguistic objectives. Method tends to be concern primarily with
teachers and students roles and behaviors and secondarily with such features as
linguistic and subject-matter objectives, sequencing, and materials. They are
almost always thought of as being broadly applicable to a variety of audiences
in variety of context.
3.
Technique: Any of a wide variety of exercises, activities
or tasks used in the language classroom for realizing lesson objectives (Brown,
2000: 15).
G.
The Definitions of
Discussion Method
Discussion method is one of the teaching methods where the students are
trained to give their idea in solving a problem which they faced in learning
process at the classroom. Before we discuss more about method the researcher
would like to define the discussion method itself.
The definition of discussion method is one of the ways in teaching which
its application the students faced by a problem use some problematic questions
and the students will try to solve the problem, Djamarah and Zaen in Jalaludin
(2011: 9). Another definition explains that the discussion method is a group
activity in solving a problem to take a conclusion, Ahmadi and Prasetya in
Jalaludin (2011: 10).
H.
The Significance of
Discussion Method
In the use of discussion method, it has some significance
such as:
1.
By discussion the students are motivated to use their
knowledge and their experience to solve a problem, which not always looking at
the other’s opinion, may be they have different opinion and it will give
different answer.
2.
The students can give their opinion orally and will train
them to a democratic people. Therefore, the students the students train
themselves to give their own opinion orally about a problem.
3.
Discussion give a big possibility to the students to give
their participation in giving opinion to solve the problem together, Roestiyah
in Jalaludin (2011: 11)
There are some different significances of discussion
method such as:
1.
If there are some questions it should be answered by
students
2.
To get an answer of the problem
3.
To get the students’ willingness to formulate their
sequence thought in order that it will be accepted by the other
4.
To train the students in listen to others’ opinion
despite it different with their opinion, train them to be a tolerance people,
Amadi and Prasetya in Jalaludin (2011: 11).
From the explanation
above we can conclude that discussion has several significances for the
students in their learning activity such by discussion method the student try
to solve the problem without looking at another’s opinion, besides that the
students can give their opinion orally and they train their selves to a problem
together and it will make them appreciate another’s opinion.
I.
Advantages and
Disadvantages of Discussion Method
As one of the
teaching method discussion, method has some advantages and disadvantages, the
advantages of discussion method will be discussed below:
1.
It will make the situation of the class will be alive
because the students will give their thought to the problem which is being
discussed. Besides that they have better participation.
2.
Can increase the students’ character achievement such as
tolerance, critical thinking, patient, etc.
3.
The conclusion of discussion will be easier to be
understood by the students and they join the thinking process before they get
the conclusion.
4.
The students obey the roles of discussion before they
face the real discussion, Ahmadi and Prasetya in Jalaludin (2011: 12)
Based on the explanation above about
the advantages of discussion method is that the students train their self to do
a critical thinking.
Meanwhile the
disadvantages of discussion method are:
1.
In
a big group discussion some of the students often do not active therefore
discussion often as the tool for the students to do not give their
responsibility to heir topic
2.
Generally
the teacher often gets difficulty in guessing the answer of the problem because
of the duration of time and several factors which affect the discussion process
3.
The
students do not always have the systematic thinking, logical thinking in
discussion, Imansyah in Jalaudin (2011::13)
According Ahmadi in Jalaudin (2011:14) discussion method
has some types those are:
a.
Formal
discussion. Is the discussion conducted in formal form which in this discussion
there is a leader, a researcher and a speaker in often conducted in government
institution and education institution
b.
Informal
discussion is the discussion which is occurs at informal form such in study
group where the members of this group sit face to face.
c.
Panel
discussion is the discussion which is done by small group and joint by many people
as the audiences.
Meanwhile there is a small group discussion which is used
in teaching reading and writing skill namely cooperative integrated reading and composition it is one of the
cooperative learning technique. It is developed by stavens, et al (1987) this
method is staked to accommodate the various skills of the students. In its
application the students are divided into small group either homogeneous or
heterogeneous grouping. Firs table the students follow the teacher’s
instruction about reading and writing skills and they will practice it next the
teacher’s duty to give pre-mark for the students. Finally the students will get
quiz, but every groups cannot join the quiz before all he member say that they
are really ready to join the quiz.
A reward will be given to a group which is able to give a
rise performance in reading and writing activities. Because all the
participants (student) work based on the appropriate material with the level at
some chance to success in their group. The contribution of each group coming
from their quiz mark. (Huda, 2011:126-127)
In
the application of CIRC it has some phases, such as:
1)
First
phase introducing the topic, in this phase a teacher introduces about the
learning concept or new term which refers to the result of exploration
2)
Second
phase is exploration and application, this phase will give the students a
chance to show their initial knowledge, develop their initial knowledge and
explain the phenomenon that they faced with the teacher’s guidance minimally.
It will make a cognitive conflict in their self and it will make them try to
proof in by discussing with their group to explain the result of their
observation. The purpose of this phase is to rise the students’ interest and
desire and apply the initial conception toward the learning by begin from the
complicated issues.
3)
Third
phase is publication, in this phase the students are able to show he result of
their observation and try to proof it. The student can give the evidence to
their new arguments in order that their classmate will know it. In this phase
the students will be ready to get the suggestions from their friends and try to
keep their own argument.
Based on three phase above, it can be seen that this
method is good to be used, because it will make the student understand to the
phenomenon of the life directly with an explained material.
According to Imansyah in Jalaludin (2011:15) in
conducting the discussion method it has some steps it will be discussed as
follows:
1)
Formulate
the purpose of what is going to be discussed
2)
Analyze
the appropriate of the method used
3)
Prepare
the problem that will be discussed which is appropriate with the purpose of the
discussion
4)
The
teacher prepare his self as the leader of discussion from all the possibility
that will appear in the discussion
5)
Give
the opportunity to each students to give their opinion
6)
Note
the identity of all the students as the participants
7)
Conclusion,
Imansyah in Jalaludin (2011:15)
J. Hypothesis
The Hypothesis of
this research is the effective result of discussion method in teaching reading
skills. By this research, students are expected to gain the achievement
standard as stated in the performance indicator. The alternative Hypothesis
(Ha) of this study is “the discussion method is effective in teaching reading
skill at the first grade students of SMPN 2 Lingsar”, As a tentative answer the researcher would like to
formulate the null hypothesis (Ha) “the discussion method is not effective in
teaching reading skill”. This hypothesis will be tested table 05% and 01%
levels. If the score of t-test is higher than t-table, the null hypothesis is
rejected and if the score of t-test is lower than t-table, the alternative
hypothesis is rejected.
CHAPTER III
RESEARCH METHODS
A. Research Design
This research use
experimental research, experimental research is characterized by much greater
control over the research environment and this research has some variables that
are manipulated to observe their effect on other variable (Kothari, 2004: 5).
Experimental
research is the study of objective, systematic, and it is controlled to predict
or control phenomenon (Syamsudin, 2007: 151). So, the aim of experimental
research is to find out the relationship between cause and impact by comparing
the result between experimental group and control group. This research use
pre-test and post-test design.
Table 01
The experimental
design
Group
|
Pre-test
|
Treatment
|
Post-test
|
AI
AII
|
OI
OI
|
Discussion
Method
Conventional
Method
|
O2
O2
|
Where:
OI :
Pre-test
O2 :
Post test
A I :
Experimental class
A II :
Control class
B. Population and Sample
1.
Population
Population is all the subject of the research (Arikunto, 2010:173). The
population of study at the first grade students of SMPN 2 Lingsar in Academic Year 2014/2015. There were 170
students and it divided into 5 classes. It based on researcher’s observation to
the school of SMPN 2 Lingsar.
Table
02
The population of the research
No.
|
Class
|
Number of the Students
|
1
|
VII/1
|
34
|
2
|
VII/2
|
34
|
3
|
VII/3
|
34
|
4
|
VII/4
|
34
|
5
|
VII/5
|
34
|
The Total Number
of the Students
170
|
||
2.
Sample
Sample is a smaller number of
taken from the total number making up a given population (Sprinthall, 1991:
28). According to the sampling technique, the researcher used random sampling.
Randomization is a method of sampling in which each individual for constituting
a sample (singh, 2006: 86). In selecting the sample, the researcher used one of
the techniques in the random sampling which is called lottery technique and the
researcher took 2 classes and it was divided into two different groups; VII/2 as the experimental group and VII/3 as the control group, each group consist of 34 students,
so the total of the sample was 68 students.
The experimental group was
treated by using discussion method and the control group was treated by using
conventional method.
C. Research Instrument
The term instrumentation refers to a group of
permanent systems which help us to measure objects and maintain retroactive
control of a process (Placko, 2000: 5).
In obtaining the data, the
researcher used the following teaching.
Test.
The instrument used to collect
the data in this study was reading comprehension test. This test was contracted
with multiple choices, the multiple choice which consists of 50 questions. This
for every correct answer was marked 2, so if the student can answer all the
questions correctly, the student will have the maximum score 100. The test
which is used in this research was valid and reliable because the instrument
was taken from the final examination and try out test at the academic year 2011/2013 and it has become
the national standard of Indonesian education.
D. Method of Collecting Data
1.
Pre-test
Pre-test is a test that researcher
will give to the student to know the ability of the students in English reading
before teaching and learning process is conducted by the researcher. The first
step to collect the data, the researcher gives written test to the students as
pre-test which consist of 50 questions.
2.
Post-test
Post test is a test that the researcher will give to the
students to know the effect of discussion method in teaching reading after
teaching and learning process conducted by the researcher. The researcher gave
post-test to the students that same with the pre-test. Post-test was given
after the teaching reading through method that conducted by the researcher.
F.
Technique of the Data
Analysis
After collecting the data, the
next step is to analyze them carefully. To get the mean score of this
investigation, the researcher used this formula:
MX =
or MY =
Where: Mx =
the mean score of experimental group
My
= the mean score of control group
X
= the total score of experimental group
Y
= the total score of control group
N
= the number of sample for each group
Finally, the researcher come to verification of the
deviation of each mean score by formula or t-test were recommended by Arikunto
(2010: 354)
Where:
Mx = the mean score of experimental group
My = the mean score of control group
= the square deviation of experimental group
= the square deviation of experimental group
Nx = the sample of experimental group
Yx = the sample of control group
∑ = the sum of
(Arikunto, 2010: 354).
BIBLIOGRAPHY
Alderson J.
Charles. 2000. Assessing Reading, United
Kingdom: University Press.
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu
Pendekatan Praktik, Jakarta: Rineka Cipta.
Blachowicz, Camille and Ogle, Donna. 2008. Reading Comprehension Strategies for
Independent Learner, New York: United State of America.
Brown, H. Douglas. 2000. Language Assessment Principles and Classroom, Georgia State
University.
Brown, H. Douglas. 2000. Teaching by Principle, San Fransisco: California.
Dowdy. Shirley, et al. 2004. Statistics for Research. New Jersey. Published simultaneously in Canada.
Flynn, Naomi and Stainth, Rhona. 2006. The learning and teaching of reading and
writing, Southern Gate: University of Winchester.
Hornby, As. 1995. Oxford
Advanced Learner’s Dictionary of Current English. London: oxpord university
press.
Imansjah, Alipandie. 2005. Dedaktik Metodik Pendidikan Umum, Surabaya: Usaha Nasional.
Jalaludin, Lalu.2011. Penerapan
Metode Diskusi Dalam Meningkatkan Motivasi Belajar Peserta Didik Bidang Study
Fiqh Kelas Xi Di Madrsah Aliyah Al-Khaeriyah Nw Putri Rajak Desa Sukaraja Praya
Timur (Presented Thesis) Yayasan Pendidikan (Pontren) Darul Mujahidin
Universitas Nahdatul Wathan Mataram (UNW Mataram).
Johnson Andrew P. 2008. Teaching Reading Writing, New York: United States of America.
Klinger Janette K. 2007. Teaching Reading
Comprehension to Students with Learning, New York: United State of America.
Kothari, C.R. 2004. Research
Methodology Method and Technique. India: New Age International Publisher.
McNamara,
Danielle S. 2006. Reading Comprehension
Strategies, New York: University Memphis.
Nation.I. S.
P. 2009. Teaching ESL, New York:
University in Wellington, New Zealand.
Roberts,
Geoffrey R. 1990. Learning to Teaching
Reading. London: British library.
Singh.
Yonges. Kumar. 2006. Fundamental of
Research Methodology and Statistics, India: New Age Internatioanl (P) Ltd.
Publishers.
Smith,
Frank. 2004. Understanding Reading, New
York: United States of America.
Stone,
Randi. 2009. Best Practices for Teaching
Reading, New York: United States Amerika
0 Response to "THE EFFECTIVENESS OF USING DISCUSSION METHOD IN TEACHING READING SKILL"
Post a Comment