i
SCHEMATA TEACHING TECHNIQUE TO IMPROVE THE
STUDENTS
’
READING COMPREHENSION
(A Classroom Action Research of the Eighth Grade Students of Muhammadiyah Junior High School Jambu Ambarawa in the Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan (S. Pd) English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ISNAENI AGUSTINA 11309024
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMC STUDIES (IAIN) SALATIGA
ii
DECLARATION
In the name of Allah, the Most Gracious the Most Merciful.
Hereby the writer fully declares that this graduating paper is made by
the writer herself. It is not containing any materials and written and has been
published by other people, and from the other people’s ideas except the
information from the reference.
The writer is capable to account for this graduating paper if in the
future this graduating paper can be proved of containing others idea or in fact
the writer imitate the other graduating paper.
This declaration is written by the writer, and she hopes that this
declaration can be understood.
Salatiga, 26 Juli 2016
Researcher
iii
Salatiga, 26 Juli 2016
Setia Rini, M.Pd
The lecturer of English Education Department
State Institute of Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case : Isnaeni Agustina’s Graduating Paper
Dear,
Dean of Teacher Training and Education Faculty
Assalamu’alaikum Wr. Wb
After reading and correcting Isnaeni Agustina’s graduating paper entitled “SCHEMATA TEACHING TECHNIQUE TO IMPROVE THE STUDENTS’ READING COMPREHENSION (A Classroom Action Research of the Eighth Grade Students of Muhammadiyah Junior High School Jambu Ambarawa in
Academic Year of 2015/2016). I have decided and would like to propose that if it
could be accepted by the Teacher Training and Education faculty, I hope it would be
examined as soon as possible.
Wassalamu’alaikum Wr. Wb
Counselour
Setia Rini M.Pd
iv
A GRADUATING PAPER
SCHEMATA TEACHING TECHNIQUE TO IMPROVE THE STUDENTS’ READING COMPREHENSION
(A Classroom Action Research of the Eighth Grade Students of
Muhammadiyah Junior High School Jambu Ambarawa in the Academic Year of 2015/2016)
WRITTEN BY: ISNAENI AGUSTINA
NIM. 113 09 024
Has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on September 14th, 2016 and hereby considered to complete the requirement for the degree of Sarjana pendidikan (S.Pd.) in English and Education Department.
Boards of Examiners
Head : Noor Malihah, Ph. D ____________________
Secretary : Setia Rini, M. Pd ____________________
First examiner : Dr. H. Sa’adi, M. Ag ____________________ Second examiner : Rr. Dewi Wahyu M, S.S., M.Pd. ____________________
Salatiga, 26 September 2016 Dean of Teacher Training and Education faculty
Suwardi M.Pd
NIP 19670121 199903 1 002 MINISTRY OF RELIGIOUS AFFAIRS
v MOTTO
Life is like riding bicycle.
To keep your balance, you must keep moving.
vi
DEDICATION
In this very glad occasion I would like to dedicate this graduating paper to:
1. My beloved father and mother, Rochyadi and Sukenti love you so much.
2. My beloved brother and wife, mas Eko and mbak Bety, thanks for everything.
3. My beloved husband and son, Arif Sugiyanto and Radhianska Abbas Dzakwan,
thanks for your loves and supports me everyday
vii
ACKNOWLEDGEMENTS
Assalamu’alaikum Wr. Wb
Praise is to Allah SWT, Lord of the world. Peace and blessing be on the
messenger of Allah the Almighty for His blessings leading to the completion of this
graduating paper entitled “SCHEMATA TEACHING TECHNIQUE TO IMPROVE
THE STUDENTS’ READING COMPREHENSION (A Classroom Action Research
of the Eighth Grade Students of Muhamadiyah Jambu Junior High School in the
Academic Year of 2015/2016). There are many kinds of help received appreciatively
from many people. The writer will never finish this thesis without their helps. In this
occasion the writer would like to express her sincere thanks and appreciation to:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies
Salatiga (IAIN Salatiga).
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D as the Head of English Education Department of State
Institute for Islamic Studies (IAIN) Salatiga.
4. Setia Rini, M.Pd. as counselor who has brought, espoused, and given the writer
advices, suggestions and recommendations for this graduating paper from
beginning until the end. Thank you for your patience and care.
5. All lecturers in the English Education Department of IAIN Salatiga. Thank you
viii
6. My beloved mother, father, and husband. Thank you for everything (support and
praying) no one better than you.
7. The headmaster, the English teacher, the first year students of SMP
Muhamadiyah Jambu, and all of the teachers and staff, for their cooperation and
all kindly given to me in doing this research.
Wassalamu’alaikum Wr. Wb
Salatiga, 26 Juli 2016
The Writer
Isnaeni Agustina
ix ABSTRACT
Agustina, Isnaeni. 2016. “Schemata Teaching Technique to Improve the Students’ Reading Comprehension (A Classroom Action Research of the Eigtht Grade Students of Muhammadiyah Junior High School Jambu Ambarawa in Academic Year of 2015/2016)”.A graduating paper. English Educational Department. Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN). Consultant: Setia Rini, M.Pd.
Keywords: schemata, technique, reading comprehension.
This research is conducted to describe the implementation of English teaching to the second year of Muhammadiyah Junior High School Jambu Ambarawa and the result of teaching English by using schemata teaching technique, which is taken as a result of reflection on phenomena done by the writer, and it arises from some specific problems of issues. In this research the writer faces some problems, such as the students have low motivation in joining teaching-learning process and they are got the difficulties in understanding some reading texts as requirements needed to get the good English comprehension. In addition, some of English teachers felt difficult to find the best method or technique to teach reading. Here, the writer chooses the schemata teaching technique to teach.
x
TABLE OF CONTENTS
TITLE………. i
DECLARATION……… ii
ATTENTIVE CONSELORS’ NOTES………. iii
STATEMENT OF CERTIFICATION……….. iv
MOTTO………. v
DEDICATION……….. vi
ACKNOWLEDGEMENT………. vii
ABSTRACT……….. ix
TABLE OF CONTENT……… x
LIST OF TABLES ………... xii
CHAPTER I INTRODUCTION A. Background of ……….. 1
B. Problems of the Research ……….. . 5
C. Purposes of the Research……… 5
D. Benefits of the Research ……… 6
E. Limitation of the Research ……… 6
F. Clarification of the Key Terms ……… 7
G. Paper Organization ……….……… . 8
xi
B. Reading ……….. 11
C. Reading Comprehension ... 16
D. Schemata Teaching Technique ……….. 21
CHAPTER III RESEARCH METHOD A. Setting of the Research……….……….……… 28
B. Subject of the Research ……… ..28
C. Method of the Research….……… 30
D. Procedures of the Research ………….………...31
E. Technique of Collecting Data………..…... 33
F. Standard of Successful Action………...… 34
G. Indicators/ The Nature of Students Reading Comprehension 34 H. Technique of Data Analysis………. 34
CHAPTER IV IMPLEMENTATION OF STUDY AND ANALYSIS A.Cycle I……... 37
B.Cycle II……… …43
C.Analysis of Cycle I and Cycle II…..……….. 49
CHAPTER V CLOSURE A. Conclusion ……….... 51
B. Suggestion ……… 52
REFERENCES
xii
LIST OF TABLES
Tables 1.1 Scoring Rubric …………..………. 16
Tables 2.1 Subject of the Study ……….. 29
Tables 3.1 Score of Pre-test 1 and Pre-test 1………..…. 40
Tables 3.2 Score of Pre-test 2 and Pre-test 2 …...……… 46
1 CHAPTER I INTRODUCTION
A. Background of the Research
English is one of languages that become the most essential language
in the world. It always becomes an interesting subject to be learned, because
there are many activities in our life that need English. In Indonesia English
teaching begins not only at the secondary level, but also since at the
elementary level even at some of kindergarten level. The reasons are to make
students become familiar with English and be able to use this language to
communicate well.
In fact, English material always becomes the most difficult learning
subject beside the other subject such as mathematic because in Indonesia,
English is learned as foreign language and this language has a lot of rules
which are different than Indonesia. This problem is also faced by students in
second grade of Muhammadiyah Junior High School. They feel that English
is unfamiliar and too difficult to be learnt. Students of English of second
language need to master language skills in listening, speaking, reading and
writing.
Reading is verbal interrelated with thinking and with all other
2
the process of reconstructing from the pattern on the page the ideas and
information intended by the author (Hittleman, 1978). Reading activity is the
one of many ways for opening the gate of knowledge. A lot reading have
meaning that people can get any information in local or international. But in
Indonesia many students do not have the habit of reading good. Based
Ohuiwutun (1996:3) said that the majority of Indonesian people ranging in
age from kindergarten to college they rarely read. Most of student in second
grade of Muhammadiyah Junior High School, still have the average level of
language skill and most of them still difficult in reading. Their
comprehension about reading text also still on the average level, it makes
them feel difficult in understanding the text on test or exercise which is given
by their teacher.
Nowadays, in the teaching reading, the students face some problems.
Firstly, for most students, reading an English text or passage is a very
difficult activity and is considered to raise lots of problems for them.
Secondly, when they are asked to read an English text, a number of students
directly open their dictionary to find out the meaning of words they do not
know yet. In contrast, the students who do not have any dictionary will do
nothing with the text. Thirdly, lots of students are still lack of skill in finding
3
ways or techniques in helping the students to solve such problems (Mardianti,
Ohoiwutun, Wahyudin, 2014).
The suitable methods and professional teacher are needed to teach
these needs. In fact, English teaching learning processes in Indonesia still
have no proportional place and time, so teachers cannot teach their students
maximally. For example, English teachers in Muhammadiyah Junior High
School only get 4 hours in a week, and this limited time makes them feel
difficult to teach their students well. To overcome that problem, there are
many methods which are offered to help teacher in teaching English. Every
method has special advantages and different ways. For example, a
methodology may be appropriate to teach speaking, but not appropriate to
teach reading, so teachers should work hard to choose the effective method to
teach all of these skills.
Thus, it needs to find the method to resolve in order to improve
learning which is able to increase student language skills in reading. In
education development, schemata technique is the one from the most ways to
developing reading comprehension. That schemata plays an important role in
the process of reading (Xiao-hui : 1982). The term schemata were first used
4
adapted organic response” (Barlett, 1932). Later schemata was introduce in
reading (Rumelhart, 1980), (Carell, 1981), and (Hudson, 1982) when
discussing the important role of background knowledge in reading
comprehension. Schemata as “a data structure for representing the genetic
concepts stored in memory” (Rumelhart, 1980).
In this graduating paper, researcher is considered that schemata are
one of the techniques that can improve student proficiency in language skills
and increase their reading in learning English. The writer chooses this topic
because of the following considerations. First, Schemata teaching technique
is considered to create the teaching learning process effectively especially for
teaching the language skills and reading. Second, the effective learning
teaching process will improve student reading comprehension. Based on
these situations, the writer tries to conduct a research about the improvement
of schemata technique in student reading comprehension.
Based on the explanation above, researcher wants to hold scientific
research about “SCHEMATA TEACHING TECHNIQUE TO IMPROVE
THE STUDENTS’ READING COMPREHENSION (A CLASSROOM
ACTION RESEARCH OF THE EIGHTH GRADE STUDENTS OF
MUHAMMADIYAH JUNIOR HIGH SCHOOL JAMBU AMBARAWA IN
5 B. Problems of the Research
There are many problems of language teaching that can be identified as
research’s subject. The problems discussed in this research are as follows:
1. How is the implementation of using schemata teaching technique to
improve student reading comprehension at the eighth grade of
Muhamadiyah Junior High School Jambu Ambarawa in the academic
year of 2015/2016?
2. To what extent of schemata teaching technique to improve the
students’ reading comprehension at the eighth grade of
Muhammadiyah Junior High School Jambu Ambarawa in the
academic year of 2015/2016?
C. Purposes of the Research
Generally, the purposes of the research are to find out the improvement of
schemata teaching technique in students reading comprehension.
Specifically, the purposes of the research are:
1. To describe the implementation of schemata teaching technique to
improve the students’ reading comprehension of the eighth grade
students of Muhammadiyah Junior High School Jambu Ambarawa in
6
2. To find out the extent of schemata technique to improve the students’
reading comprehension of the eighth grade students of Muhamadiyah
Junior High School Jambu Ambarawa in academic year of
2015/2016?
D. Benefits of the Research
This research gives many benefits to
a. The writer. It is expected to add insight to understand about
teaching and literacy.
b. The teacher. It is expected to increase language teaching
technique theoretically and practically, and this study can
contribute the teachers in their English class, so they are able to
improve the quality of teaching learning process
c. The readers. It is expected to enrich the knowledge of literature
and enrich their knowledge about schemata teaching technique.
E. Limitation of the Research
The research is limited by the writer on analyzing the kind of about
schemata teaching technique to improve student reading comprehension. The
schemata teaching technique becomes the main focus where researcher is
7 F. Clarification of the Key Terms
To avoid misunderstanding in understanding the title above, the writer
needs to clarify some terms in the title above, namely:
a. Schemata
Schemata as a data structure for representing the
genetic concepts stored in memory (Rumelhart, 1980).
b. Technique
A way of carrying out a particular task, especially the
execution or performance of an artistic work or a scientific
procedure (Oxford Dictionary, 2007)
c. Reading comprehension
Reading comprehension is a function of the nature of
the text itself and of the extent to which the reader possesses,
uses, and integrates pertinent background knowledge, or
schemata (Mourer, 1991).
d. Muhammadiyah Junior high school Jambu Ambarawa
Muhammadiyah Junior high school Jambu Ambarawa
is one of state junior high school in Jatirejo street no. 17, Jambu
district in Ambarawa city sub district, Semarang regency.
8
are muslim too. It has good building and good facilities to
support teaching learning process.
G. Paper Organization
The writer wants to arrange the thesis in order that the reader can
understand the graduating paper easily. The graduating paper consist of five
chapters:
Chapter I is introduction which discusses background of research,
problems of research, purpose of research, benefits of research, limitation of
research, clarification of key terms and paper organization. Chapter II present
previous research review, theoretical review of schemata teaching technique,
which presents the description of schemata teaching technique. Chapter III is
presented about the Muhammadiyah Junior High School Jambu Ambarawa,
method of research, procedures of research, technique of collecting data,
standard of successful action, and technique of data analysis. Chapter IV is
finding the language and discussion about the using of schemata teaching
technique. Chapter V is closure that deal with conclusion and suggestion. It is
summary and results the analysis of graduating paper. The last part is
9 CHAPTER II
THEORETICAL FRAMEWORK
H. Previous of the Research
One work that the writer revied is Susiani’s work (2009) the title is “The
Use of Mind Mapping to Improve English Achievement on Reading of the Second
Year Students of MTS Al-Ijtihad Pabelan in the Academic Year of 2008/ 2009 (A
Classroom Action Research)”. The purposes of this research are found out student
achievement before and after using mind mapping method, describe the procedures
and plan, describe motivation and interest in the teaching learning process using mind
mapping method.
Her research is a collaborative action research. The role of the teacher is
carrying out of action plan on classroom. The writer as observer notes all of
the process in learning activities. However the teacher and the writer are
together on determine solve of the problem, action planning, and reflection. In
order to conduct a good arrangement the writer use qualitative and
quantitative approach. Method of collecting data is observation and test.
The result of Susiani’s graduating paper is the mean score of pretest
55.19 to 69.95 in post test cycle I, and the mean score of pretest 69.56 to
10
improve student achievement. Schemata and mind mapping have the difference in
the drawing brain. The schemata have structure for example bottom up and to down
model. But in mind mapping can draw all in the brain with the general technique.
And the one part with other part has connection
I. Reading
1. The Definition of Reading
A teaching learning process, reading is the important activity.
Reading is not only source information, but also an active process which
consist of recognition and comprehension skill. Reading is the important
stage in learning. Many definition and explanation of reading have been
purposed, some complementary to one another, others contradictory.
The process of learning to read in one native’s language is the
process of transfer from the auditory signs for language signals, which the
child has already learned, to the new visual signs for the same signals (Fries, 1963). Other definition, reading thus is the process of giving the significant
intended by the writer to the graphic symbols by relating them to one’s own
fund of experience (Dechant, 1970). Then, reading has been described as
social interaction between the author of the book and the student (Ziller,
1964).
Based on the definition, the writer concludes that in many schools
11
call words aloud, fluently, and with good expression. Subsequent to reading
the student has been expected to recall factual information accurately in
responses to teacher-initiated questions. There have been rules to learn,
repeated exposures to flash cards, work- sheets to fill at a desk, and a word
"reader" to read. In many primary classrooms reading has been a subject
taught separately from math, social studies, spelling, and handwriting.
Reading has been a time when special skills were to be exercised,
memorized, and, ostensibly, transferred
2. Types of Reading
Purposes Kharsen (1987:7) Reading skill can be distinguished at least
four types as follows:
a. Skimming: is making uses the same approach, except that instead of
concentrating on specific information, we are looking for the main idea or the
general gist of the passage. Example: identifying significant words details
and ideas.
b. Scanning: is making quickly over view of passage, looking for specific
information. Example: scanning exercise may asked students to look for
names or dates, to find a definition of key concept or too list certain number
12
c. Extensive reading: is rapid reading for main ideas of large amount of text.
Example: students found the main ideas of a large amount of text.
d. Intensive reading: is reading for complete understanding of entire.
Example: the students could understand the content and meaning in the text.
3. Aspect of Reading
According to Dalmann (1982:25) some of the aspects of reading
which deserve described as follows:
a. Word Recognition
Reading is chiefly skill in recognizing words, continue to enjoy
support in respectable and influential quarters. Today the favorite
of adherents to this view of reading is decoding the printed page
that is recognizing the oral equivalent of the written symbol.
b. Comprehension
The vast majority of teachers do not endorse the claim that the
individual who can recognize words can read. To them,
comprehension is an absolute necessity in reading.
c. Reflection
Many educators have pointed out that the word recognition and
comprehension do not the total of reading act, during the process
13
page. It is necessary to be able to mold ideas as they occur and
conceptualize meaningful interpretation through reflection.
4. Models of Reading Process
Based on Li Xiao-hui (2007:19) psychologists have generally
distinguished three kinds of processing, they are:
a. Bottom-up model
Bottom up model of reading process holds the view that reading
process of building symbols into words, words into sentences and
sentences into the overall meaning, which reflects traditional
attitudes towards reading.
b. Top-down model
Top-down model emphasize the use of readers real words
knowledge in memory. The most influential and comprehensive
top-down mode is put forward by Kenneth S. Goodman (1967),
“the goal of reading is constructing meaning in response to text; it
requires interactive use of grapho-phonic, synthetic, and semantic
cues to construct meaning”.
c. Interactive model
From the discussion above, it can be concluded that both
14
result in a more comprehensive reading process, namely,
interactive models which is an interaction of bottom-up and
top-down models claiming hat prior knowledge and prediction
facilitate the processing of input from the text.
5. Reading Assessment
In Brown (2004: 67-68) he stated that the description of IELTS Test of Academic Reading Illustrates the range of techniques that are now being
employed in the testing of reading are:
A variety of questions are used, chosen from the following types: 1. Multiple- choice
2. Short answer questions 3. Sentence Completion
4. Notes/ Summary/ Diagram/ Flow Chart/ Table completion
5. Choosing from a heading bank for identified paragraph/ sections of the text. 6. Identifications of writer’s view/ attitudes/ claims/ yes/no/ not given
7. Classification 8. Matching Lists 9. Matching Phrases.
(International English Language Testing System Hand Book. 1999 and Specimen Materials. 1997.)
Multiple choice questions used to be by far the commonest way for assessing
reading. According to Brown (2004: 67) there are two principles that stand out
in support of multiple-choice formats, of course, practicality and reliability,
15
Multiple-choice offer overworked teachers the tempting possibility of an easy
and consistent process of scoring and grading.
Table 1.1. Scoring Rubric No
.
Aspects Score
1. Answer addresses most aspect of the question and uses sound reason and cites and explains appropriate
examples. Uses skills of evaluation as well as analysis and synthesis
3
2. Answer deals with most aspects of the question and makes correct inferences although minor error may exist.
2
3. Answer deals with material on a concrete, literal level that is accurate in most dimensions
1
4. Answer is unresponsive, unrelated, or inappropriate 0
Source: North Carolina Department of Public Instruction
B. Reading Comprehension
1. The Definition of Comprehension
Comprehension is something important in reading. Without
comprehension, people can’t understand what kind of information in the
text. Based Dallman (2004) is that reading with comprehension is meant
constructing meaning from what is being perceived in writing.
Comprehension doesn’t “happen” at one point; rather, it is a process that takes a place over time. During this time, good readers are active in
constructing meaning through the processes of interacting or transacting
with what they read and integrating this knowledge with what they already
know. (Harvey & Goudvis, 2007; Anderson, Hiebert, Scott & Wilkinson,
16 2. The Type of Comprehension
According to Dallman (1982:182) there are many kind of comprehension
b. The factual level
Reading on the factual level pertains to skill in understanding the
information that is directly stated in the written material. Understanding at
this level is closely related to the ability to read inferentially and critically.
Among the skill required for the reading at the factual level are:
Knowing the meaning of words
Finding the main idea
Selecting significant details
Following directions
c. The level of generalization
Where the reader generalized on what he reads
d. The critical level
Where the reader evaluates what he reads in terms on the purpose of
the author and the reliability and validity of the material.
3. Factor Affecting Comprehension
Based on Dallman (1982: 165), the teacher must understand the
factors that affect comprehension if he is to help individuals overcome
17
problems of individuals who have difficulty in understanding what they
read:
a. Difficulty of material
One of the major causes of lack of comprehension on the part
of boys and girls is that teacher expect them to read material beyond
their level.
b. Intelligence
All the mechanical reading skill in the word will not enable
him to read materials involving abstraction beyond the level of his
mental development.
c. Environment
The extent to which the environments affect comprehension
varies with individuals.
d. Emphasis of word recognition
Methods of teaching that concentrate on the recognizing of
individual words but neglect attention to meanings that can be derived
from connected discourse may account for deficiencies in
comprehension.
e. Emphasis on oral reading
Oral reading can have either a desirable or detrimental effect
18
4. General Procedure for Improving Comprehension
Improvement in comprehension skill can be brought about in the
same manner that growth in almost all other reading abilities can be
stimulated (Dallman, 1982).
a. Improvement through incidental means
In the term incidental means is used to refer to all types
of reading situations other than those involving practice exercises,
there are many ways in which comprehension skills can be
improved during the regular reading period by such means. Much
of the reading of beginning, for example, deals with reading to
answer questions.
b. Improvement through practice exercise
A program of improvement in comprehensions skills
similar to the type just describe will be sufficient. However, many
will profit greatly if they are also given direct practice in the form
of exercise to help them develop skills in comprehending what
they read.
5. Development of Comprehension Skill through Reading Lessons
All of the comprehension skills can be developed in part through
reading lesson without recourse to definite practice exercise. This section
19
encouraged in these lessons. According to Dallman (1982:202) the
suggestions are based on selections from one reading series that is using a
story at the lower-primary reading level.
For an example of how various comprehension skills can be
highlighted in the story at the lower-primary reading level suggestion are:
i. Finding the Main Idea
The pupils may read the story to decide whether it
would be a good one to read to another group or
whether it would be suitable for a dramatization, a
puppet play, or a home-made “movie” if they had been
planning to engage in one of those activities.
ii. Selecting Important Details
If the pupils decide to dramatize the story or to give a
puppet play or to make a “movie” of it, they may need
to read the story carefully in order to decide what
details and actions to include.
iii. Following Directions
The teacher may write on the chalkboard directions.
iv. Summarizing and Organizing
Although most work on writing summaries is usually
20 v. Arriving at a Generalization
The teacher might ask pupils what lesson they think
about story, may have learned from story experiences.
vi. Predicting Outcomes
During the course of reading the story, the teacher may
at appropriate places make comments and ask question.
vii. Answering Questions
After the pupils have read the page, the teacher might
ask the class what they think.
viii. Sentence Comprehension
If the pupils have difficulty in comprehending, the
teacher may ask them to tell in their own words practice
in formulating good sentences as they discuss what they
read help pupils in the comprehension of the meaning
of written sentences.
ix. Comprehension of a Longer Selection
On the basis of story, pupils can be helped in learning
to read longer selections more effectively by
performing.
6. Schemata Teaching Technique
21
Technique is a way of carrying out a particular task, especially the
execution or performance of an artistic work or a scientific procedure
(Oxford Dictionary, 2007). So, technique has the important role in the
process of creating something. Without the technique, we will not know
what we have to do during the process. Teaching is to give lessons to
students in a school, college, university, etc; to help somebody learn
something by giving information about it (Hornby, 1974). Finally, teaching
technique can be defined as certain actions that someone uses in order to
share or to give the lessons to students.
Schema refer to the knowledge already store in someone’s memory
(plural schemata). Schemata technique is a way for reading where the
readers are expected to use technique to active her prior knowledge when
they read an English texts or passage. (Khemlanny, Lynne, 2000) assert that
the role of the reader and the knowledge he brings to bear on the text draw a
great important in the reading process. Readers are expected to be
accustomed with the text they read before they are going to understand and
comprehend it.
(Ajideh, 2006) argues that the best time to active schemata is in the
pre-reading stage of reading. It is supported by Zhang (1993:5) explaining
comprehension is facilitated by explicitly introducing schemata through
22 2. Definition of Schemata
There are various influential ways of defining schema, and nearly all
cognitive definitions of schema stem from Remembering: A study in
experimental and social psychology. He claimed “an active
organization of past reactions of past experiences (Bartlett, 1932),
which must always be supposed to be operation in any
well-adapted organic response”. Put forward the concept of schema theory
basically as a theory of how knowledge is mentally represented in the mind
and used (Rumelhart, 1980). He wrote that “all knowledge is packaged into
units. These units are the schemata”. Three years later, Widdowson defined
schema as “cognitive constructs which allow for the organization of
information in a long-term memory”.
From the above definitions, we may conclude that schema is the prior
knowledge gained through experiences stored in one’s mind. It is an abstract
structure of knowledge Li Xiao Hui (1982).
Schema theory is an explanation of how readers use prior knowledge to
comprehend and learn from text (Rumelhart, 1980). The term "schema"
was first used in psychology by Barlett as "an active
organization of past reactions or experiences" (1932), later schema
23
Hudson (1982) when discussing the important role of background
knowledge in reading comprehension. Rumelhart (1980) define schema as
"a data structure for representing the genetic concepts stored in
memory ". Anderson and Pearson (1984) define it as "an abstract
knowledge structure". Medin and Russ (1992) simply put schema as
"a general knowledge structure used for understanding".
The fundamental tenet of schema theory assumes that written text
does not carry meaning by itself. Rather, a text only provides directions for
readers as to how they should retrieve or construct meaning from their own
previously acquired knowledge. This previously knowledge is called the
readers' background knowledge (prior knowledge), and the previously
acquired knowledge structures are called schemata (Barrlett, 1932;
Adamsand Collins, 1979; Rumelhart, 1980). The schemata of a reader are
organized in a hierarchical manner, with the most general at the top down to
the most specific at the bottom.
3. Variations on Schemata
According to Li Xiao-hui (1982:18-19) on his papper Analysis of Schemata Theory And Its Influence on Reading, there are some variation on schemata, these variations are:
24
Linguistic schemata refer to existing language proficiency in
vocabulary, grammar, and idioms. They are the foundation of other
schemata. As is known linguistic knowledge plays an essential part in
text comprehension. Without linguistic schemata it is impossible for the
reader to decode and comprehend a text. Therefore, the more linguistic
schemata a reader has in his mind, the faster the reader acquires
information and the better understanding the reader may get.
b. Variation B: Formal Schemata
Formal schemata are the organizational forms and rhetorical
structures of written text. They include knowledge of different text types
and genre, and also include the knowledge that different types of texts
use text organization, language structure, vocabulary, grammar, and
level of formality differently. Formal schemata are describes as abstract,
encoded, internalized, coherent patterns of meta-linguistic, discourse and
textual organization that guide expectation in our attempts to understand
a meaning pieces of language. Readers use their schematic
representation of the text such as fiction, poems, essays, newspaper
articles, academic article in magazine and journals to help comprehend
the information in the text. Studies show that the knowledge of what
type and genre the text is can facilitate reading comprehension for
25
content of the text. Nonetheless compare with the linguistic and content
schemata, the formal schemata offer less power in the reading process
(Carell, 1984).
c. Variation C: Content Schemata
Content schemata refer to the background knowledge of the content
area of a text, or the topic a text talks about. They include topic
familiarity, cultural knowledge and previous experience with a field.
Content schemata deal with the knowledge relative to the content
domain of the text, which is the key to the understanding of texts. Since
one language is not only the simple combination of vocabulary, sentence
structure and grammar but also the bearer of different level of the
language’s culture. To some extent, content schemata can make up for
the lack of language schemata, and thus help learners understand texts by
predicting, choosing information and removing ambiguities.
Many studies show that reader’s content schemata influence their
reading comprehension more greatly than formal schemata. On the
whole, the familiarity of the topic has a direct influence on reader’s
comprehension. The more the reader knows about the topic, the more
easily and quickly he gets the information of the text. Therefore, if one
26
about more fields and topics. Learners with more prior knowledge can
better comprehend and remember more the text.
d. Cultural Schemata
(Richard et al, 2000) define culture as “the total set of
beliefs, attitude, customs, behavior, social habits, etc, of the
members of a particular society”. (Rivers, Temperly, 1978) call
cultural knowledge “socio-cultural meaning” which is “meaning
which springs from shared experiences value and attitude”.
Studies by Johnson (1981) and Carelli (1981), have shown that the
implicit cultural knowledge presupposed by a text interacts with
the readers own cultural background knowledge of content to
makes texts whose content is based on ones culture easier to read
and understand than syntactically and rhetorically equivalent text
based on a less familial more distant culture.
Furthermore, different group may interpret the same
text differently, as is showed in the study by Steffenson et al
(1979). It is important to be sensitive to cultural differences,
particularly, of the target culture, and such cultural awareness
27
4. The Schemata Teaching Technique in Reading Comprehension
There are some methods in English teaching as second language, each
method has their own strengths and weaknesses. Schemata as one of teaching
technique were originally introduced by Rumelhart when discussing the
important role of background knowledge in reading comprehension. The
fundamental tenet of schema theory assumes that written text does not carry
meaning by itself. Rather a text only provides direction for readers as to how
they should retrieve or construct meaning from their own previously acquired
knowledge.
This previously knowledge is called the readers background knowledge
(prior knowledge). In reading, schemata used as tool for activating
background knowledge how have by people. Omaggio called that advance
organizers- the tool for easy learning and memorizing material (1986:76).
Our know and experiences, as well as our present context, influence how we
understand, value, and remember what we read (Pearson, 1986; Rumelhart,
1975). According to schema theory, comprehending a text is an interactive
process between the reader’s background knowledge and the text. Efficient
comprehension requires the ability to relate the textual material to one's own
28
Even perception is affected by knowledge and context. If student shown
I 3 and were then asked, “ what number is this?” most likely student would
say “ B “ but if the question was “what number is this?” then student would
probably interpret the same marks on the page as “13”. We react in this way,
attributing different meaning to the same physical signs, because our
knowledge is organized into structured called “schemata”(plural for schema).
A schema is a “mental information organizer” hat help us make sense of what
we see, hear, or otherwise experience.
We fit new information into an existing schema, which also fill in the
blanks of what we may not directly perceive. For example, if you are walking
down a street and see a flashing sign “La Casa de Ramon” over a glass
fronted room with tables, chair and flat ware, you will probably think
“restaurant” activating your schema for “restaurant” and all your prior
knowledge. You know that if you go in, someone will take your order, you’ll
eat, and you’ll pay for your dinner. Even though no one’s tells you to
constructs this understanding, using what you experience and what you
already know.
With the schemata in during reading writers hope reader will growing
up her prediction and questions as her knowledge grew. So readers essay to
29 CHAPTER III RESEARCH METHOD
A. Setting of Research
This research was carried out in Muhammadiyah Junior high school Jambu
Ambarawa is one of state junior high school in Jatirejo street no. 17, Jambu
district in Ambarawa city sub district, Semarang regency and Central Java
province. Muhammadiyah junior high school has four classes, the first grade
consist of one classes, two classes for the second grade, and one classes for the
third grade. The research would be applied for the students of second grade in
this school. The location of this school is in village, so the situation is not noise
and low pollution. The students come from areas around Jambu district. Students
have under average of language skills and they seemed difficult in learning
English. The classroom action research was done on April 2016 until May 2016.
B. The Subject of Research
The subject of the study is the second grade of students of
Muhammadiyah junior high school jambu. The second grade consists of two
classes the amount of student is 49. This condition makes the researcher uses
cluster random sampling technique in taking the sample. Cluster random
sampling is the technique of selecting a sample of groups of small units.
30
population both individually or groups have the same opportunities to become
members of the sample (Suryabrata, 1995). The groups have the same
characteristics, because the divisions of classes are conducted at random not
based on the score of higher or lower, So that every class consists of various
levels of intelligence of students. The researcher takes the sample randomly, and
she takes class VIIIB as the sample with 24 students.
Table 2.1
Subject of the Study
Number of Students Names of students
31
In this research the writer used classroom action research. There are some
definitions of action research first, action research is an effort to accurate the
learning activities in the form of an action that deliberately raised and occur
together in the classroom and there are four steps that prevalent to be done, they
are planning, acting, observing, and reflecting (Arikunto, 2006).
Second, action research is a form of self-reflective enquiry undertaken by
participants in social (including educational) situations in order to improve the
rationality and justice of (a) their own social or educational practices, (b) their
understanding of these practices, (c) the situation in which the practices are
carried out (Kemmis in Hopkins, 1993).
Third, action research is a systematic study of attempts to improve
educational practice by groups of participants by means of their own reflection
32
Based on the definitions above, the researcher can conclude that action
research is a form of research that applying an idea in a social or educational
situation in order to improving or changing something to be better, or to get a
real effect on the situations.
The researcher uses classroom action research because by using this
method, she can identify the real problems faced by students, and gets the
considerations to determine the best method to solve them in order to improve
their English achievement.
D. The Procedures of Research
This research was conducted in two cycles. Each cycle was conducted in
two meetings. Each cycle consist of planning, action, observation, and reflection.
a. Planning
The activities in the planning are:
1.) Preparing materials, making lesson-plan, and designing the steps in doing
the action
2.) Preparing list of students’ name and scoring
3.) Preparing teaching-aids
4.) Preparing sheets for classroom observation (to know the class situation,
33
5.) Preparing a test (to know whether the student English score improve or
not)
b. Action
1.) Giving pretest
2.) Teaching English class using schemata teaching technique.
3.) Giving occasion to students to ask any problems or difficulties
4.) Giving post-test
c. Observation
Observation is the activity of monitoring (data collection) to determine
how much is the effect of the action has reached the target (Supardi, 2006).
The researcher plans this observation flexible and write phenomenon that
happened in the classroom during the action is implemented. Here, the
observer is Mrs. Widiyawati, S.Pd the English teacher of the second year of
Muhammadiyah Jambu Junior High School.
d. Reflection
The writer’s reflection was done by making discussion with her
collaborator Mrs. Widiyawati, S.Pd. To know the changes happened toward
34
observation sheets and identify the problems to find the alternative decision to
solve the problem. Then the next cycle can be decided or designed
E. Technique of Collecting Data
There are two kinds of data that were collected in this research they were
quantitative data and qualitative data. The quantitative data is score of students’
test and the qualitative data is information about the application of schemata in
35
The quantitative data (score) is collected by using test which consist of
written test and oral test, and qualitative data (the information about the
application of the using schemata) is collected by using observation. The writer
also uses the documentation to find data about variables such as notes, book
transcript, and the book history of Muhammadiyah Jambu junior high school.
This method used as a technique to know the condition of teachers, staffs,
students, and location of the school. The source of this data is text book or other
supporting book in Muhhamadiyah Jambu junior high school.
F. The Standard of Succesful Action
The level of achievement of each student in this study is 70. It is
based on the minimum standard of achievement (KKM) of english subject
in Muhammadiyah Jambu junior high school. The writer will not continue
the next cycle (cycle II) if the standard score has reached in cycle I.
G. Indicators/ the nature of students reading comprehension
There are some indicators of students reading comprehension, they are:
1. The students are able to reading loudly the recount texts
2. The students are able to understand the function of recount text
3. The students are able to identify the important information on the text
36 H. Technique of Data Analysis
After collecting the data, the next step of study is analyzing the data. The data
ways to analyze the data, they are:
1. Descriptive Technique
The researcher used the descriptive technique to analyze motivation,
interest and students’ behavior during the action. She described based on
field note and observation sheets. This technique also used as a technique to
analyze the percentage of oral test based on the number of students who can
answer the teachers’ questions.
2. Statistical Technique
To know the mean scores of students before and after the action the
writer uses the formula as follow:
Explanation:
M = Mean of students’ score
∑X = the sum of students’ score
37
After analyzing the mean of students score, the researcher used t-test
formula to know how significant is the use schemata teaching technique to
improve students’ comprehension as follows:
The first step the researcher will calculate SD, the formula is:
Where:
SD = standard deviation
D = difference between pretest and posttest (pretest-posttest)
N = the number of subjects
Finally, after calculating the SD the researcher will calculate t-test, the
formula is:
Where:
T = the result of t-test calculation
SD = the result of standard deviation
38
CHAPTER IV
TEACHING IMPLEMENTATION AND DATA ANALYSIS
In this chapter, the data consist of pre-test, post-test and field note. The data
of pre-test and post-test will present the improvement of students’ comprehension in
acquiring reading through schemata teaching technique. In addition, field note will
show the students interest along the teaching learning process.
This research consist of two cycles, those are cycle I and cycle II. For the
whole steps of this research will be explained in the description below:
A. Cycle I 1. Planning
Before conducting the research, the researcher prepared the
instrument of research, such as:
a. Lesson Plan
In order to control the teaching learning process, the
researcher used the lesson plan as guidance for researchers’ activities in
class (look at appendix).
39
In the first cycle, the researcher used theme of Holiday. The
title of the text is “Our Trip to Blue Mountain”. She used several books
as a resource, such as Effective English and Simpati.
c. Teaching aids
The researcher prepared some instrument such as: story copy
paper, board marker, etc.
d. Test (pre-test and post-test)
Pre-test is a test that is given to the students before the
teaching learning process. Meanwhile, post-test is a test that is given to
the students after teaching learning process was conducted.
2. The Implementation of the Action
Implementation of the learning process in cycle I was done on
Thursday, April 28th 2016. The teacher and her observer entered the English class. The class was started by praying together and introducing the
researcher by herself to the students. Then, the teacher informed the students
about some activities to be implemented. The situation in the class as fellow:
First, the researcher entered to the class. She gives greeting and introducing
herself. In second pre-test given by the teacher by answering some
40
Finally, teacher gave summary of the lesson at that day and told into
student about the next topic. The students felt more enjoy because the
situation of the class quite enough than the previous meeting. Then, teacher
gave post-test into students on 30 minutes. After finished, students collected
the sheets and teacher closed the meeting.
3. Observation
In the first cycle, the researcher observed the teaching learning
process. Through teaching and monitoring students’ activity in this action,
she understood that students still difficult to say in English and writing
form. Moreover, students felt afraid to present their idea. So, the teacher
should point out one of them. In addition, the students were nervous and
confuse about the words in English. They needed an instrument to remind
these words easily.
Furthermore, the researcher will calculate the result of pre test and
post test above to know the students’ improvement in learning reading. The
41 a. The result of pre-test and post-test
Table 3.1. Score of Pre-test 1 and Post-test 1
No Nama
Pretest I
(X)
Posttest I
(Y)
Pre Post
(D)
D²
1. Achmad Nizar 52 70 18 324
2. Ade Risma 60 74 14 196
3. Ahmat Komarun 56 70 14 196
4. Bagas Ade 66 70 4 16
5. Cantika Berlian 76 82 6 36
6. Catur Budi 64 70 6 36
7. Deni Ardiansyah 74 74 0 0
8. Deni Kurniawan 72 70 2 4
9. Desi Rahmawati 50 60 10 100
10. Defa Bintang 60 74 14 196
11. Elsa Dwi 82 84 2 4
12. Estiyoko 62 82 20 400
13. Hertanto 66 80 14 196
14. Kevin Febrian 70 70 0 0
42
16. Klarisa Regita 86 88 2 4
17. Mukhamad Rifai 60 72 12 144
18. Ramadhanthy Dwi 62 80 18 324
19. Regar Adi 76 80 14 196
20. Rivaldi Alan 72 80 8 64
21. Sri Romadhonah 66 76 10 100
22. Wahyu Arafi 72 78 6 36
23. Wildan Al Akbar 58 78 20 400
24. Zidane Bimantoro 54 80 26 676
∑ 1584 1818 248 3712
Mean 66 75,75
D : The differences between pre-test and post -test.
D2 : The differences between pre-test and post-test in quadrate. b. SD of pre-test and post-test
S
D =
=
43
c. T-test calculating
= 7,161
d. Giving interpretation t-test
1) Calculate of df
df = n-1
= 24-1
= 23
2) Conduct with t-table value
With df = 23, the value of t-table with level of signification 5 % is 2,069.
3) Comparing t0 and t-table
t0= 7,161, therefore t0 is greater than t-table with level of significance 5%
4) Conclusion
44 4. Reflection
After analyzing the result of cycle I, teacher can say that is very
important to be more serious with students’ pronunciation and written form in
English. Moreover, the teacher should ask them to repeat the words more
than three times in order to students pronounce the words correctly. When
teaching learning process of English, students needed an instrument to make
them more understand. In addition, write down the difficult word that is not
enough to recall easily. Students should be given a technique of note-taking
in creative way.
There is little bit improvement in students’ score. The level of
achievement of each student in this study is 70. It is based on the minimum
standard of achievement (KKM) of english subject. There are some indicators
of students reading comprehension, they are the students are able to reading
loudly the recount texts and the students are able to understand the function
of recount text.
They need more assignment in order to comprehend about the topic of
the lesson. Then, teacher should give support into students to improve their
ability in English especially reading. Because target achieved students yet
gained 75%, this research continues to cycle 2. For the next cycle, teacher
45 B. CYCLE II
Based on the result of the first cycle, it is necessary for teacher to
continue to the next cycle. The description of cycle II as follow:
1. Planning
The activities were prepared:
a. Lesson Plan
Lesson plan is guidance for teachers’ activities in class. So the
teaching learning process can be maintained (look at appendix).
b. Materials
In the second cycle, the researcher applied the theme about
‘Holiday and Travelling’ because this theme has relationship each
other. The titles of the texts are “My Trip to Prambanan Temple”.
c. Teaching Instrument
The researcher prepared some instruments in the second cycle
such as: blank paper, board marker, and etc.
d. Test (pre-test and post-test)
Pre-test and pos-test in the second cycle consist of 25 items that
46 2. The Implementation of the Action
On Thursday 5th of May 2016, the researcher entered the English class. She reviewed the lesson of the previous meeting. There are several
difficult words in the first cycle for instance: scenic, tried, rocked, court, etc. Before the teacher starting the lesson, she asked three students to write down
on the board and pronounce these words, then followed by the other students.
In the second action, teacher informed the mode of presentation in
studying reading and the steps are same with the previous meeting. Before
starting the lesson, teacher gave students pre-test for about 30 minutes.
Students do the test more quietly than before. They felt more serious to do the
test but, there are some boys still noisy. Time was over and they collected the
answer sheet.
Teacher started the lesson by giving some question into students to
build their background knowledge of the topic of the day. The question is
about holiday plans. The students usually go for picnic on Sunday or on
school holidays. Then, it continued with the discussion of Prambanan
Temple. The teacher brought students to remember their trips to Prambanan
Temple, and ask them to mention some words which are related to
Prambanan Temple. The teacher also helped students to connect their
47
Afterward, the teacher spread the material into the students. There
was a text with title ‘My Trip to Prambanan Temple’. The teacher asked
students to read the text and make a note for difficult words. Afterwards,
teacher and students were discussed the text. Sometimes, teacher corrected
students’ pronunciation such as: ‘travelled, driven, and exciting’ and
discussed the meanings.
The next activity was teacher let students make the schemata of the
text. She spreaded the blank paper, and ask students to draw a map by
themselves about ‘My Trip to Prambanan Temple’. Almost of students felt
enthusiastic to do the task. They should do that for 15 minutes. Teacher
walked around the class to control the students. The teacher found that some
students could do it well. They could make it as follow “The central is
Prambanan. I will divide into three branches. First, location consist of one line, it is Jogjakarta. Second branch is material. They are stone. The last branch is about the history about Prambanan Temple. Thank you”. Then, the
other student came with his opinion, such as “The central theme is
48
divided a new text into students. Then, she gave homework to read the text
and look for the difficult words. She closed the meeting and leaved the class.
3. Observation
In the second cycle, the researcher analyzed the field note which had
been written above. Through monitoring students’ activities in this action, the
teacher concluded that there are students difficult to say in English. Several
students pronounced incorrectly and the written form still wrong. Moreover,
the learning process can be controlled easily than before. The situation in the
class is more active than before. In addition, students felt more serious to
follow the lesson and to do the task.
Furthermore, the researcher will calculate the result of pre-test and
post-test above to know the students’ improvement in learning reading. The
calculating as follow:
a. The result of pre test and post test
Table 3.2. Score of Pre-test 2 and Post-test 2
No Name
Pretest 2
(X)
Posttest 2
(Y)
Pre Post
(D)
D²
1. Achmad Nizar 60 68 8 64
49
3. Ahmat Komarun 78 58 20 400
4. Bagas Ade 80 53 27 729
5. Cantika Berlian 72 76 4 16
6. Catur Budi 60 82 22 484
7. Deni Ardiansyah 72 78 6 36
8. Deni Kurniawan 68 62 6 36
9. Desi Rahmawati 60 80 20 400
10. Defa Bintang 60 82 22 484
11. Elsa Dwi 62 80 18 324
12. Estiyoko 63 73 10 100
13. Hertanto 65 72 7 49
14. Kevin Febrian 80 76 4 16
15. Khofifah 72 68 4 16
16. Klarisa Regita 75 86 11 121
17. Mukhamad Rifai 60 82 22 484
18. Ramadhanthy Dwi 76 80 4 16
19. Regar Adi 84 76 8 64
20. Rivaldi Alan 67 78 11 121
21. Sri Romadhonah 71 82 11 121
50
23. Wildan Al Akbar 68 62 6 36
24. Zidane Bimantoro 60 68
8 64
∑ 1677 1780 265 4201
Mean 69,88 74,17
D : The differences between pre-test and post-test.
D2 : The differences between pre-test and post-test in quadrate. b. SD of pre-test and post-test
SD =
=
c. T-test calculating
