| dc.identifier.citation | Afflerbach, P. P. (1990). The influence of prior knowledge on expert readers’ main idea construction strategies. Reading Research Quarterly, 25, 31–46. Al-Darayseh A. (2014). The impact of using explicit/implicit vocabulary teaching strategies on improving students’ vocabulary and reading comprehension. Theory and Practice in Language Studies, 4(6), 1109-1118. Amirian, M. R., Sadeghi, F., and Samaei, F. (2015). The influence of explicit instruction of the new vocabulary in reading comprehension classes. International Journal of Language and Applied Linguistics, 1, 17-25. Anderson, R.C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association. Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource?, ELT Journal, 41(4), 241-47. Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27, 9-32. Baker, S., Simmons, D. C., and Kame‘enui, E. J. (1998). Vocabulary acquisition: Research bases. In D. C. Simmons & E. J. Kame‘enui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Erlbaum. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford. Borah, R.R. (2013). Slow learners: Role of teachers and guardians in honing their hidden skills. International Journal of Educational Planning & Administration, 3(2), 139-143. Burgner, D. M. (2010). A case study: How middle school administrators, teachers, and special education support staff collaborate to address the academic and social needs of slowlearning students. Unpublished Dissertation: Northern Illinois University. Carrasquillo, A.L., & Rodriguez, V. (2002). Language minority students in the mainstream classroom (2nd ed.). Bristol, UK: Multilingual Matters. Carrell, P. L., & Eisterhold, J. C. (2000). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 73-92). Cambridge: Cambridge University Press. Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: Putting it in context. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 3-23). New Jersey: Ablex Publishing Corporation Norwood. . Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22, 8–15. Diamond, L., & Gutlohn, L. (2006). Vocabulary handbook. Berkley, CA: Consortium of Reading Excellence. Dörnyei, Z. and J. Kormos. 1998. Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, 20(3), 349–385. Harbord, J. (1992). The use of mother tongue in the classroom. ELT Journal, 46(4), 350-355. Faraj, A. K. A., (2015). Effective strategies for turning receptive vocabulary into productive vocabulary in EFL context. Journal of Education and Practice, 6(27), 10-20 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: Guilford. Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle. Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York: Teacher’s College. Hyso, K. and Tabaku, E. (2011). Importance of vocabulary teaching to advanced foreign language students in improving reading comprehension. Problems of Education in the 21st Century, 29, 53-62. Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567–1577. Latsanyphone, S. and Bouangeune, S. (2009). Using L1 in teaching vocabulary to low English proficiency level students: A case study at the National University of Laos. English Language Teaching Journal, 2(3) , 186-193. Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogenous classrooms and native language use. English Language Forum, 42(4), 20-25. Marton, F., & Saljo, R. (1976). On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology, 46(1), 4-11. Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development. 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). Mahwah, NJ: Erlbaum. Mihara, K. (2011). Effects of pre-reading strategies on EFL/ESL reading comprehension. TESL Canada Journal, 28(2), 51-73 Miles, M. B. and Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks, CA: Sage Publications. Miller, G. A. (1999). On knowing a word. Annual Review of Psychology, 50, 1–19. Mirzai, M. (2012). Implicit vs. Explicit Vocabulary Learning: Which Approach Serves Long-term Recall Better? 3L; Language, Linguistics and Literature, The Southeast Asian Journal of English Language Studies, 18(2), 1-12. Nagy, W. (2005). Why vocabulary instruction needs to be long-term and comprehensive. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning: Bringing research to practice (pp. 27–44). Mahwah, NJ: Lawrence Erlbaum. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nation, P., & Gu, P. (2007). Focus on vocabulary. Sydney: NCELTR. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development. Nunan, D. and C. Lamb. (1996). The self-directed teacher. Cambridge: Cambridge University Press. Perfetti, C. A., Beck, I., Bell, L. C., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319. Plag, I. (1996). Selectional restrictions in English suffixation revisited: A reply to Fabb (1988). Linguistics, 34, 769-798. Ramachandran, S. D., & Rahim, H. A. (2004). Meaning recall and retention: The impact of the translation method on elementary level learners’ vocabulary learning. RELC journal, 35(2), 161-178. Sedita, Joan. (2005), Effective Vocabulary Instruction. “Insights on Learning Disabilities” 2(1) 33-45. Shakouri, A., Mahdavi, M., Mousavi, Y., and Pourteghali, A. A. (2014). The effect of explicit and implicit vocabulary instruction on the reading comprehension of university students via online classroom. International Journal of Multidisciplinary and Current Research, 2, 522-528. Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based metaanalysis. Review of Educational Research, 56, 72–110. Stahl, S., & Nagy, W. (2006). Teaching word meanings. Mahwah, NJ: Lawrence Erlbaum Associates. Stott, N. (2001). Helping ESL students become better readers: Schema theory application and limitation. Internet TESL Journal, 11(7). Retrieved from http://iteslj.org/Articles/Stott-Schema.html Swain, M. and Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274. Taboada. (2011). Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment. Reading Psychology, 32(2), 113-157. Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum, 40(1), 36-44. Teng, F. (2016). Incidental vocabulary acquisition from reading-only and reading-while-listening: A multi-dimensional approach. Innovation in Language Learning and Teaching. doi: 10.1080/17501229.2016.1203328 Tracey, D., & Morrow, L. (2006). Lenses on reading: An introduction to theories and models. New York: Gulf Press. Waring, R., 2002. Scales of vocabulary knowledge in second language vocabulary assessment. Kiyo , The occasional papers of Notre Dame Seishin, Retrieved from http://www1.harenet. ne.jp/~waring/papers/scales.htm Yali,G. (2010). Vocabulary Acquisition Through Reading Incidental Learning and Intentional Learning. Chinese Journal of Applied Linguistics, 33(1), 74. | in_ID |
