vi ABSTRACT
Fatmawati Safril. 2015. Activating Content Schemata Strategy to Improve the Students’ Reading Comprehension (A Classroom Action Research at Second Grade Students of SMP Negeri 2 Baraka). Thesis. The Faculty of Teacher Training and Education, Makassar Muhammadiyah University.
(Supervisor by Ratna Dewi and Ilmiah)
This research aimed at finding out the improvement of students in reading comprehension through activating content schemata strategy of the second grade students of SMP Negeri 2 Baraka which refers to the familiarity of subject matter of the narrative text in terms of literal comprehension covering main idea and sequence details, and interpretative comprehension covering drawing conclusion.
The researcher applied classroom action research design which was divided into two cycles and each cycle consists of four phases. It employed narrative test as instrument. A number of subjects of the research are 26 students with 12 men and 14 woman in class VIIIa.
Reading test was given to research subject in diagnostic test, cycle 1 test and cycle 2 test to see the improvement of the students’ reading comprehension in cycle 1 and cycle 2 while holding observation to see the activeness of the students during research process. The result of this research shows the students’ mean score literal comprehension in D-Test was 56.82. After evaluation in cycle I was 67.11 and to cycle II was 77.30 and the students’ literal comprehension improvement from D-Test to cycle I was 12.7%, from cycle I to cycle II was 14.6% and from D-Test to cycle II was 36.85%. The students’ mean score interpretative comprehension in D-Test was 56.34. After evaluation in cycle I and cycle I was 64.61 and the cycle II was 76.53and the improvement of the students’
interpretative comprehension from D-Test to cycle I was 14.6%, from cycle I to cycle II was 18.4% and D-Test to cycle II was 35.8%
Therefore, it can be concluded that the Activating Content Schemata Strategy was significant effect in improving the students’ reading comprehension in terms of literal comprehension covering main idea and detail information, interpretative comprehension covering drawing conclusion.
