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CHAPTER I
INTRODUCTION
This chapter elaborates some aspects related to the introduction of this thesis. They are background of the study, research questions, purpose of the study, significance of the study, definition of the terms related to the topic of the study, and finally organization of the thesis.
1.1. Background of the Study
The reader’s background knowledge plays an important role in comprehending the reading text. In the reading process the reader uses his or her background knowledge to relate it with the knowledge provided by the writer in the text to build meaning (Anderson and Pearson, 1984). The role of student’s background knowledge in the reading process has been formalized as schema theory (Carrell, 1984). It was Barlett in 1932 who proposes that the organization of a reader’s past experiences (schemata) directly influences the comprehension and retention the materials in the passage (Johnson, 1982).
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In addition Al-Issa (2006) emphasizes that most of the research based on this theory seem to agree that when the students are familiar with the topic of the text they are reading (possess content schema), aware of the discourse level and structural make-up of the genre of the text (possess formal schema), and skillful in the decoding features needed to recognize words and recognize how they fit together in a sentence (possess linguistic schema), they are in the better position to comprehend their assigned reading.
The closer the match between the reader’s schema and the text, the more comprehension occurs. Comprehension of any kinds depends on knowledge; that is, relating what we don’t know (i.e. new information), to what we already know, which is not a random collection of facts but a theory of the world. In other words, our understanding of a text depends on how much related schema we, as reader’s posses while reading (Issa, 2006). Furthermore, Anderson (1994) states that, when the readers can not locate a schema that fits a text, they may find it incomprehensible. As Carrell (1988) also states “Students apparent reading problems may be the problems of insufficient background knowledge (content, formal and linguistic), furthermore she points out that students may have sufficient schema but unable to comprehend the text if such schemata are not appropriately activated.
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as it builds bridge of the students’ background knowledge to the new knowledge provided in the text.
As everybody knows that the students come to the class with different background knowledge. For example the students who are fond of sport may have more background knowledge about it than those who do not like it. This is the teacher’s task to know how much background knowledge the students have on the certain topic. Then, helping students to build the new schema and activating the existing schema must be in the teacher’s consideration before asking them to read the text to make the students easier in comprehending the reading text.
Activating students’ background knowledge can be conducted in various types of pre-reading activities. A study conducted by Hudson (1982) found that explicit pre-reading activity help learner to be better comprehension. He compared one type of explicit pre-reading activity – consist of having students briefly view a set of cue pictures, discuss the pictures, and then individually generate a set of predictions about what they expected to find in the passage – to another type of pre-reading activity – a type of vocabulary activity. The result shows that the former type of pre-reading activity had significantly facilitating effect on reading comprehension compared to the latter.
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lesson because they think that they can assess the students’ reading comprehension immediately (Danusubroto and Suria, 2001). They also add, as results not only do the students reading as difficult but also boring and unstimulating.
On the other hand, there are so many strategies which can be used by the teachers to avoid the bored condition of the students, even to promote the students interest and increase the students’ ability in comprehending the reading text. One of them is by helping the students activate their background knowledge particularly the knowledge which related to the content of the text or content schema.
Content schema or the reader’s background knowledge on the content area of the text plays dominant role in comprehending reading text. Issa (2006) states no matter how well a reader may know a language, he or she can not read in that language with good comprehension if the subject matter or the content of the text is one he or she knows absolutely nothing about.
This study investigated the strategies used by the teachers in helping the students to activate their content schema in teaching reading comprehension and also to investigate the students’ responses on activating the students’ content schema.
1.2. Research Questions
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1. How do the teachers activate the students’ content schema in teaching reading comprehension?
2. How do the students respond on the activating students’ content schema?
1.3. Purposes of the Study
Based on the research questions above, the purpose of this study is:
1. To investigate the strategies which are used by the teachers to activate the students’ content schema in teaching reading comprehension.
2. To investigate the students’ responses on the activating students’ content schema conducted by the teachers.
1.4. Significance of the Study
This study is significant in that:
1. It attempts to investigate the strategies which are used by the teachers to activate the students’ content schema in teaching reading comprehension. This is very important because the researcher believes that the findings can be beneficial for teachers in choosing and applying the appropriate strategies for activating the students’ content schema in teaching reading comprehension. By choosing and applying the appropriate strategies, the teachers can lead the students to comprehend the reading texts effectively and increase their reading skill.
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good responses or not to the activities of activating students content schema conducted by the teachers.
1.5. Definition of Terms
Schema, plural sche·ma·ta also schemas is a pattern imposed on complex reality or experience to assist in explaining it, mediate perception, or guide
response. (The American Heritage® Stedman's Medical Dictionary Copyright © 2002, 2001, 1995 by Houghton Mifflin Company. Published by Houghton Mifflin Company) http://dictionary.reference.com/browse/schema. Alexander, (1988. p. 9) defines that schemata are functions in the brain that interpret, organize, and retrieve information; in other words, they are mental frameworks
Schema theory is a theory about knowledge, about how knowledge is
represented, and about how that representation facilitates the use of knowledge in various ways. According to schema theorists, all knowledge is packaged into units called schemata, and embedded into these units of knowledge is information on how this knowledge is to be used.
(KarlaPorter,.http://departments.weber.edu/teachall/reading/prereading.html)
Content schema is background knowledge of the content area of the text that a reader brings to a text, such as knowledge about people, the world, culture and the universe. (Carell and Eisterhold, 1983; Singhal, 1998; Stot, 2001)
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comprehension involves the reader’s discovering the meaning needed to achieve the particular purposes set for, or by, him. (Alexander, 1988)
1.6. The Organization of Thesis
This thesis is organized into five chapters. Chapter one is an introduction which discusses the background of the study, followed by the research questions and the purposes of the study. The significance of this study is also presented in this chapter. This chapter is closed by presenting the organization of the thesis in the last part of the chapter.
Chapter two presents the relevant information and theories related to the activating students’ content schema. The integrative relevant information presented as theoretical foundation related to this study consist of two big theories; they are the schema theory which includes the types of schema, the role of schema in reading comprehension, and the schema activation strategies in the first part, and theories of reading include the reading process, and reading phases, and some previous research findings related to this study also presented in the last part of this chapter.
Chapter three elaborates the research methodology. It begins with the research design, research site, participant, data collection methods include the data presentation, research procedures, and the issue of validity. The steps of the data analyses obtained in this study are presented in the last part of this chapter.
Chapter four reports the findings and discussions.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses some important aspects related to research methodology. The first part begins with the research design and describes how the study was carried out. The second elaborates the participants involved and research setting in the study. The third is the data collection method included the data presentation. The fourth is about the validity and reliability of the study. And the last part elaborates the techniques used to analyze the data.
3.1. The Research Design
Since this study attempted to explore the activating of the students’ content schema in teaching reading comprehension, it employed the qualitative research design with the characteristics of a case study. The study has the natural characteristics which mean that the researcher does not manipulate or interfere with the classroom activities being observed. Denzim and Lincoln (1994) define the qualitative research as multi methods in focus of the involvement of an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret the phenomena in terms of the meaning people bring to them.
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data collections and analytical procedures, which constituted the important aspect of a case study (Yin, 1993:32). The use of multiple data collection was intended to allow for “in depth study” to enhance the construct validity of the study (Yin, 193: 39-40) and to gain more rounded and complete accounts on the description and picture of the activating students’ content schema in teaching reading comprehension at an SMP in Lembang, Bandung Barat. In this case study, the researcher used triangulation of the data collection methods which means the researcher used more than one method of data collection (Cohen and Manion, 1994; Silverman, 2005) involving classroom observation and interview with the teachers and students.
3.2. The Research Site
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reason, the school was the most favorite one in the Bandung Barat Regency and it is also the only school which applied pioneering effort on the International Standard School in the region.
3.3. Participants
The participants of the study were two English teachers and five classes of eight grade students of an SMP in Lembang, Bandung Barat Regency. Each class consists of 40 to 45 students.
Teacher 1 (T1) was 48 years old. She graduated from IKIP Bandung and she has been teaching English for 26 years at the school. She was also a certified English teacher because she has passed in the teacher portfolio assessment in 2007. On the other hand, Teacher 2 (T2) was 43 years old. She graduated from IKIP Bandung too. She has been teaching at the same school for 19 years. But she has not called for teacher certification program.
28 3.4. The Data Collection Methods
As outlined above, this study employed a qualitative research, using multiple techniques of data collection methods. There were two main data collection methods used including classroom observation and interviews. The research was conducted for five weeks (from April 15, 2009 to May 15, 2009). The techniques will be elaborated below.
3.4.1. Classroom Observations
In a qualitative research, one of the primary data resources is observation (Silverman, 2005). If a researcher wants to find out classroom interaction, it is important for him or her to do classroom observation (Nunan, 1989:76). Thus several activities in what the teacher was doing including the strategies used and what the students were acting and responding, would be covered in the classroom activities of teaching reading comprehension.
Classroom observations were conducted for four meetings of each teacher with different classes and reading topic (See Appendices). The researcher’s role in this observation acted as non-participant observer. He was present in the classroom but he didn’t participate (Sugiono, 2005:66) in the teaching process.
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Further, the researcher took notes of what was said and what was done by both the teacher and the students in the classroom interaction. This was done in order to investigate what strategies were potentially used by the teacher in activating students’ content schema in teaching reading comprehension and what responses that appeared from students on the activities conducted by the teacher in activating students’ content schema in teaching reading comprehension.
The classroom activities were also recorded by using MP4 audio-recorder and digital camera. This was done to give an opportunity to the observer to get a complete picture of the classroom activities.
The data from observations will be elaborated in the following data presentation.
3.4.1.1. The Strategies Used by the Teachers 3.4.1.1.1. Pre-questioning
There were a few similar strategies which were used by the teachers to activate the students’ content schema in some sessions of observation. They were pre questioning strategy. T1 used this strategy in two sessions of observations. They were M1.T1. April 22, 2009 and M4.T1, May 7, 2009. The same strategies used by T2 in M1.T2. April 22, 2009 and M2.T2, May 06, 2009.
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usually drink?, what are stomachache and headache? What are Oralit, Oskadon,
Poldan Mig?”.
The same strategy used by T1 in M4.T1.May 7, 2009. T1 asked the students some questions related to the topic of the text (Short Message). They are;”Do you like to inform friends?, Do you like to write letter?, etc.
The data obtained from observation to T2 in M1.T2.April 22, 2009 are as follow: T2 told the students her body condition, she said that she did not feel well. She had a sore throat. T2 then asked the students some questions which were related to the topic, such as;”who know sore throat?, who have ever been sore throat?, have you ever been sore throat?, what do you feel when you are sick?, who have been ill?, who have ever been to hospital or clinic?, have you ever been to hospital or clinic?”. In this session the topic was “Going to the Doctor”.
In M2.T2.May 6, 2009, T2 also presented some questions to students in pre reading activities. In this session the topic of the text was “Holiday”. The questions asked by the teacher were;”when you have a holiday, where did you go?, when did you go there?, how about the others?, where did you go?, what for?”
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in comprehending the text because the interaction between the reader and the text occurs. It is relevant with the theory discussed in the previous chapter that comprehension will take place if there is an interaction process between the reader’s background knowledge and the text (Samuel and Kamil, 1988).
3.4.1.1.2. Using Pictures and Questioning
Another valuable data obtained from the classroom observation on T1 was found in M2.T1.April 23, 2009 and M3.T1.May 6, 2009. In these sessions T1 used some pictures of animals and followed by asking the students some questions related to the topic of the text.
T1 showed the pictures of animals such as elephant, turtle, lion, tiger, and rhinoceros one by one. T1 asked the students to guess and mention the name of the animal. After showing the pictures, T1 then asked the students questions which were closely related to the topic (Going to the Zoo), such as “Where do you usually see the animals?, Have you been to the zoo?, When did you go to the zoo?, What did you see there?”
32 3.4.1.1.3. Using Analogy
In M3.T2.May 27, 2009, T2 presented the reading text which topic was “The Lion and the Mouse”. T2 told students her own experience that when she was walking to the shop, she dropped her wallet down unintentionally, fortunately a small boy saw it. He then took and gave it back to her. From the story T2 asked the students to make an inference that the small boy (the younger) could help the adult (the older). The moral value taken from this story was similar with one in the story about “The Lion and the Mouse”.
T2 seemed want to relate the story that she told with the story in the reading text. When the students could realize that the two stories were similar, it would be easier for them to comprehend the reading text, because they could use their background knowledge as a guide in getting the meaning from the text. In addition, schema provides ideational scaffolding for assimilating text information (Anderson, 1984). It means that a schema provides a slot for certain text information, the information that fits slot in the reader’s schema is readily learned, perhaps with little mental effort.
3.4.1.1.4. Storytelling Demonstration
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T2 seemed intend to activate the students’ background knowledge before asked them to read the text about “The Lion and the Mouse’. In this session T2 tried to relate the students’ background knowledge on the story about animal by having them listen and watch the storytelling performance. It was conducted to make them easier in comprehending the reading text which was going to be discussed in the whilst reading activity.
3.4.1.2. The Students’ Responses on the Activating Students’ Content Schema In relation to the students’ responses on the activities of activating students’ content schema in teaching reading comprehension, the researcher describes the data obtained as follow:
When T1 used pre questioning strategy for activating students’ content schema as in M1.T1. April 22, 2009 and M4.T1, May 7, 2009, the students looked very enthusiastically responded all of the questions asked by the teacher. They answered the questions and when the teacher asked them to write the answer on the board they did it. In addition, the students’ appearances during the activities were joyful and paid attention fully to the teacher.
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medium, - such as she pointed to her teeth when she told them that she had toothache – and gave enough pause for the students to answer the questions, they could respond the questions better.
Another data was obtained by the researcher when T1 used pictures followed by questioning the students as in M2.T1.April 23, 2009 and M3.T1.May 6, 2009. In these two sessions of observation the students were likely very enthusiastically responded the strategy used by the teacher. When the T1 showed them the pictures of animal all of the students looked at it. In addition when T1 asked them to mention what was the name of the animal, they answered it in chorus. Good responses were also shown by the students when T1 asked them some questions about their experience in visiting the zoo. Most of them said that they had ever gone to the zoo and saw many kinds of animals like in the pictures showed by T1.
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guess and stated their opinion that the story would be about the lion could help the mouse although their prediction could not be proven true after they read the story. The last data obtained from classroom observation in M4.T2.May 27, 2009. In this session T2 invited a student of RSBI class to tell a story to the students. She told a story about “The Goldilocks and the Three Bears”. The students were likely very excited in attending this session. When T2 told them that she would invite a student who won the storytelling competition in province level, the students applauded lively. Along the storyteller told the story the students paid attention to her. In addition, cheerful laughter of the students often punctuated the story when they thought that they saw or heard something funny.
The data presentation above showed that generally the students gave positive responses on the activating students’ content schema conducted by the teachers. It meant that they gave positive attitudes on the activity. When the students gave positive attitudes on something their interest would be increase. The students’ interest on the activities can makes them curious to read whereas curiosity is strong motivational force (Alexander, 1988). In addition, when the students have motivation to read, the interaction between the reader and the text as the reading process in building meaning will occur.
3.4.2. Interviews
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qualitative data consist of the direct quotations from respondents about their experiences, opinions, feelings, and knowledge through interviews.
By having interviews, the researcher could probe the respondents for additional information in response to interesting or important answers that arise unexpectedly from planned questions. This condition might let the researcher get additional information related to the problems being investigated. So, the semi-structured interviews were used by the researcher to collect the data. Kvale (1996:124) states, “Semi-structured interview means it has a sequence of theme to be covered as well as suggested questions. Yet at the same time there is openness to the change of sequences and form of questions in order to follow up the answer given and stories told by the subject.” The interview questions can be seen in appendices.
Interviews with the teachers were conducted in two terms. The first term was done at the beginning of the research. It took approximately ten to fifteen minutes. There were seventeen questions covering the preparation, the teacher’s consideration and their strategies in activating students’ content schema in teaching reading comprehension. The second term was conducted after each teaching session. This was aimed to cross-check the information gained during the observation (whenever it is required).
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their responses on the activities conducted by the teacher in activating students’ content schema during the research. The second interview was conducted at every lesson ended. This means to cross-check information from the observation.
As the researcher stated above that there were two types of interviews conducted by the researcher. The first one was the interview with the two teachers and five students as semi-structured interviews. The second interviews were conducted after each teaching session ended. Two of students from each class were interviewed by the researcher to clarify what had happened during the teaching process based on their views. This was also done to the teachers. In this presentation the data obtained from two types of interviews would be described in one part of the description based on the topic of research.
3.4.2.1. Interviews with the Teachers
The data were obtained from interviews with the two teachers as respondents in this study could be described as follows:
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Furthermore, T1 said that the purpose of the activating students’ content schema was to direct the students to the reading text which would be discussed.
It means that activating the students’ content schema is an important aid for the students in making meaning from their interaction in the reading process. Since, activating students’ background knowledge is building bridge between the students’ existing knowledge to the knowledge providing by the text (Carrell and Floyd, 1987).
Another data was related to the strategies used by the teachers to activate students’ content schema. Both of the teachers used pre questioning strategy and pictures followed by questioning strategy. Furthermore, T2 clarified that she used a strategy which she called drammatical session. In this strategy the teacher acted a role like in a drama without telling the students that she was playing drama (I1.T2 April 23, 2009). However, when the researcher asked them to clarify a session of classroom observation (M4.T2. May 27, 2009), T2 stated that what she called drammatical session was a strategy used when she invited a story teller to tell the students a story in the pre reading activity. The story told by the story teller was the same type as what the students discussed in the reading session. (CI.M3&4.T2. May 27, 2009).
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session strategy, the researcher did not find the reference or previous study which
supports the use of this strategy to activate the students’ content schema. The researcher preferred to categorize the strategy into a story telling demonstration.
In relation to the time used by the teachers to activate students’ content schema both of the teachers used five to minutes. It depended on the students condition whether the teacher thought that the students’ content schema have been active or not (I1.T1 May 7, 2009 and I1.T2 April 23, 2009).
The teachers could check whether their schema had been active or not, by observing the students’ responses on the activity. When the students could answer the questions given by the teachers, the teachers assumed that the students’ schema had been active (I1.T1 May 7, 2009 and I1.T2 April 23, 2009).
When the teachers had used a strategy to activate the students’ content schema, but they thought that the students’ content schema had not been active, they used an alternative strategy. In other case when the teachers used pre questioning strategy, but the students could not answer the questions, the teachers added some easier questions. The most important thing was the teachers could facilitate the students to comprehend the text (I1.T1 May 7, 2009 and I1.T2 April 23, 2009).
3.4.2.2. Interviews with the Students
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finished doing classroom observation in their class. The data obtained were described in the following description.
In relation to their beliefs about the activating students’ content schema conducted in pre reading activity, all of them agreed that it was very important for the teacher to conduct activities which activate students’ content schema in every reading session. S1, S2, S3, S4, and S5 stated that the activity was very helpful for them in comprehending the text. When the interviewer asked whether they thought that activating students’ content schema helped them in comprehending the reading text, all of them said, “Ya, sangat membantu”.
The data above showed that both of the students considered the importance of the activating students’ content schema in teaching reading comprehension, since they believed it was helpful for them in comprehending the text. It meant they were likely to realize that background knowledge or schemata play an important role in comprehending the text. Because our understanding of a text depends on how much related schema we as readers’ posses while reading (Al Issa, 2006). Even when the readers can not locate a schema that fits a text, they may find it incomprehensible (Anderson, 1994).
All of the students felt excited when the interviewer asked them what they feel when the teacher conducted pre reading activity particularly activating students’ content schema which helps them comprehend text. They said:
S1, S4 and S5 : Senang(S1.M4T2)(S4.M4T1)(S5.M4T1)
S2 : Senang , jadi kita lebih tahu dari yang asalnya sulit
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S3 : Senang, kita kan jadi terbantu (S3.M4T1)
Keeping the above condition in the teaching and learning process was important for the teacher. When the students were excited, it meant that they were interested in joining in the activity. This would increase their motivation to learn, particularly in finishing the reading tasks assigned by the teacher.
When the teacher asked the students questions and they know the answer, they responded the questions. They said:
S1: Kalau saya tahu jawabannya saya jawab. (S1.M4T2) S2: Menjawabnya. (S2.M4T2)
S3: Menjawab (S3.M4T1)
S4: Kalau saya ngerti pertanyaanya dan saya tahu, saya jawab. (S4.M4T1)
S5: Menjawab pertanyaan itu.(S5.M4T1)
42 3.5. The Research Procedures
As mentioned above that this study took place five weeks, from April 15 to May 15 2009. It consists of two parts; it was the preliminary study and the main study.
3.5.1. The Preliminary Study
It was not an easy task for the researcher to find the respondents for this study. He visited several schools and met some English teachers to find the teachers who were ready to become respondent. Unfortunately, many teachers were not ready to take part as respondents in this study by telling him various reasons. Finally, on April 15, 2009 the researcher visited an SMP in Lembang, a school where he had ever conducted a mini research there. The headmaster assistance majoring in curriculum allowed him to conduct the study there. He also recommended two teachers who were ready to become respondents. As mentioned in the participant sub-chapter above both of them taught English in the grade eight. He then invited the teachers and gave opportunity to the researcher to extend his purpose.
43 3.5.2. The Main Study
After the researcher reformulated the research instruments, he began to conduct the main study by interviewing both of the teachers to obtain the data whether they applied pre reading activity by activating students’ content schema in their teaching process and other data related to it.
The next steps were observing the teaching process which consists of eight session of observations, four sessions for each respondent. After each observation conducted, the researcher interviewed the teacher and two of the students to clarify what he saw in the observation.
Lastly, after eight sessions of classroom observations were completed, the researcher interviewing five students from different class and different teacher who taught in their class.
The data obtained from the two kinds of research instruments then transcribed and gave back to the respondents to give the opportunity for them to check what they did and said were really what they wanted. The final data transcriptions then categorized, coded, condensed, and finally interpreted to answer the research questions of this study.
3.6. The Issue of Validity
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The data gathered from the field can be proven to be valid by doing several steps in triangulation methods, because as it is stated by Maxwell (1996) triangulation reduces the risk that the conclusion will reflect only systematic biases or limitations of a specific method. It allows the researcher to gain a better assessment of the validity and generality of the explanation developed by the researcher. Therefore, in this research, to maintain the validity and gain a more valid and accurate data, some strategies were used such as triangulation measure and “rich” data. Maxwell also says that triangulation is to collect the information from diverse range individuals and setting and to use variety of methods. Hence, observation and interviews were used as the methods of collecting data in this study. For member check, this strategy was undertaken to ensure internal validity as well. The respondents re-read what they have said before and possibly new information can be added or deleted. Furthermore to make students and teachers comfortable and being honest to the researcher, the students and the teacher assured that their real names and identity were disguised and they were anonymity and interviewed in a location distant from the classroom or teacher room.
3.7. Data Analysis
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First, all the recorded data from audio recorder (MP4) during the observation was transcribed. After getting the data through observation, then, the researcher interviewed the respondents including the teachers and the students to cross-check. All the interviews data were also repeatedly listened to be transcribed.
Second, the researcher read the transcribed data which consist of observation and interview transcripts, the researcher coded the data by using certain marks. Related to coding Maxwell (1996:78) suggests that the goal of coding is to code the data and to rearrange into categories that help the comparison of data within and between the categories.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections. First, the conclusions of the research conducted based on the research questions as mentioned and explained in Chapter I. Second, the suggestions addressed to the teachers and researchers who are interested in conducting further research on the schema theory in teaching reading comprehension.
5.1. Conclusions
In relation to the two research questions which are stated earlier in Chapter I, namely the strategies used by the teachers in activating students’ content schema in teaching reading comprehension, and the students’ responses on the strategies used by the teachers, there are four conclusions that can be drawn.
First, there are four strategies used by the teachers for activating students’ content schema in teaching reading comprehension. They are questioning strategy, analogy and questioning, showing pictures and questioning, and storytelling demonstration strategies.
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Third, the activating students’ content schema spends five to ten minutes before reading activity. It depends on the strategy that is used by the teacher and the students’ responses on the activity.
Fourth, the teacher can continue to the reading phase when they think that the students’ content schema have been active. It can be seen from the students’ responses when the teacher is applying a certain strategy before reading. Furthermore, when the teachers have applied certain strategy for activating students’ content schema but they think that the students’ content schema have not been active, they use an alternative strategy.
Fifth, since the students think that activating students’ content schema is helpful for them in comprehending the reading text, the students respond positively to the activities conducted by the teacher before reading. It also makes the students excited and increases their motivation to read.
5.2. Suggestions
As it has been stated above that there are four strategies used by the teachers for activating students’ content schema, it is advisable for the teachers to try to use those strategies in their teaching reading besides other strategies to increase the students’ reading comprehension.
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TABLE OF CONTENTS
ACKNOWLEDGEMENT………i
STATE OF AUTHORIZATION……….ii
ABSTRACT………iii
TABLE OF CONTENTS………iv
CHAPTER IINTRODUCTION ... 1
1.1. Background of the Study... 1
1.2. Research Questions ... 4
1.3. Purposes of the Study ... 5
1.4. Significance of the Study ... 5
1.5. Definition of Terms ... 6
1.6. The Organization of Thesis ... 7
CHAPTER II LITERATURE REVIEW ... 8
2.1. The Schema Theory ... 8
2.2. Types of Schema ... 9
2.2.1. Linguistic schema ... 10
2.2.2. Formal Schema ... 10
2.2.3. Content Schema ... 11
2.3. The Role of Content Schema in Reading Comprehension ... 12
2.4. Schema Activation Strategies ... 15
2.4.1. Pre-questioning ... 16
2.4.2. Using Analogies and Questioning ... 16
2.4.3. Using Visual Aids ... 17
2.4.4. Story Telling Demonstration ... 18
2.5. Reading Process ... 18
2.6. Three Reading Phases ... 20
2.6.2. Whilst Reading Activities ... 21
2.6.3. Post Reading Activities ... 21
2.7. Related Previous Research Findings ... 22
CHAPTER III RESEARCH METHODOLOGY ... 25
3.1. The Research Design ... 25
3.2. The Research Site ... 26
3.3. Participants ... 27
3.4. The Data Collection Methods ... 28
3.4.1. Classroom Observation ... 28
3.4.2. Interviews ... 35
3.5. The Research Procedures ... 42
3.5.1. The Preliminary Study ... 42
3.5.2. The Main Study ... 43
3.6. The Issue of Validity ... 43
3.7. Data Analysis ... 44
CHAPTER IV FINDINGS AND DISCUSSIONS………....46
4.1. The Teachers’ strategies to activate students’ content schema in teaching reading comprehension. ... 46
4.2.The Students responses on the Activating Students’ Content Schema ... 53
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 56
5.1. Conclusions ... 56
5.2. Suggestions ... 57
BIBLIOGRAPHY ... 59
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