THE CORRELATION BETWEEN CONTENT SCHEMATA, LINGUISTIC SCHEMATA AND READING
COMPREHENSION
THESIS
BY
M. ZAINURROZIQIN NPM 22002073028
UNIVERSITY OF ISLAM MALANG POSTGRADUATE PROGRAM
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
AUGUST 2022
THE CORRELATION BETWEEN CONTENT SCHEMATA, LINGUISTIC SCHEMATA AND READING
COMPREHENSION
THESIS
Presented to
University of Islam Malang
in partial fulfilment of the requirements for the degree of Magister in English Language Education
By
M. Zainurroziqin NPM 22002073028
UNIVERSITY OF ISLAM MALANG POSTGRADUATE PROGRAM
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
August 2022
ABSTRACT
Zainurroziqin, M. 2022. The Correlation between Content Schemata, Linguistic Schemata and Reading Comprehension. Thesis. English Language Education Study Program,
Postgraduate Program, University of Islam Malang. Advisor: (I) Dr. Alfan Zuhairi, M.Pd., (II) Prof. Drs. H. Junaidi Mistar, M.Pd., Ph.D.
Key Words: Content Schemata, Linguistic Schemata, Reading Comprehension
Reading is a complicated process that involves the reader's engagement with the text to develop meaning. The likelihood that someone will comprehend the content at hand depends on a variety of circumstances. The features of the content and the characteristics of the reader may be divided into two categories. Background knowledge and language proficiency are regarded to be more significant and to contribute more to reading comprehension in reading a second language or a foreign language than other aspects.
This study is aimed to measure whether there is a relationship between content schemata and linguistic schemata as the predictor variables and reading comprehension proficiency as the criterion variable. The study was carried out in a sample of 35 English students of the first semester at Foreign Language Class in Al-Qolam Islamic Institute Gondanglegi Malang.
The data collection involved a number of instruments, namely Linguistic test, Questionnaire and reading comprehension test. The linguistic test consisted of grammar test and vocabulary test.
The questionnaire in the form of topic familiarity assessment was administered to collect data of the learners’ background knowledge scores. The data from the vocabulary and grammar tests and also the questionnaire were used to predict reading comprehension.
To achieve the purpose of the present study, the data were analyzed by using multiple correlation with the help of SPSS 16 version. The result of the computation of multiple correlation showed the effect analysis of the combined predictors on reading comprehension yielded the computed value of F 16.756 indicating significance at .000. Multiple regression correlation calculations required a significance level of less than 0.05. In conclusion, both content schemata and linguistic schemata had correlated on reading comprehension.
ABSTRAK
Zainurroziqin, M. 2022. The Correlation between Content Schemata, Linguistic Schemata and Reading Comprehension. Thesis. English Language Education Study Program,
Postgraduate Program, University of Islam Malang. Advisor: (I) Dr. Alfan Zuhairi, M.Pd., (II) Prof. Drs. H. Junaidi Mistar, M.Pd., Ph.D.
Kata kunci : Skema Konten, Skema Linguistik, Membaca Pemahaman
Membaca adalah proses rumit yang melibatkan keterlibatan pembaca dengan teks untuk mengembangkan makna. Kemungkinan seseorang akan memahami konten yang ada tergantung pada berbagai keadaan. Fitur isi dan karakteristik pembaca dapat dibagi menjadi dua kategori.
Latar belakang pengetahuan dan kemampuan bahasa dianggap lebih signifikan dan berkontribusi lebih banyak untuk pemahaman bacaan dalam membaca bahasa kedua atau bahasa asing
daripada aspek lainnya.
Penelitian ini bertujuan untuk mengukur apakah ada hubungan antara skema isi dan skema linguistik sebagai variabel prediktor dan kemampuan pemahaman bacaan sebagai variabel kriteria. Penelitian dilakukan pada sampel 35 mahasiswa Bahasa Inggris semester pertama di Kelas Bahasa Asing Institut Islam Al-Qolam Gondanglegi Malang.
Pengumpulan data melibatkan beberapa instrumen, yaitu tes Linguistik, Angket dan tes pemahaman bacaan. Tes linguistik terdiri dari tes tata bahasa dan tes kosa kata. Kuesioner berupa penilaian keakraban topik diberikan untuk mengumpulkan data skor pengetahuan latar belakang peserta didik. Data dari tes kosakata dan tata bahasa serta kuesioner digunakan untuk
memprediksi pemahaman bacaan.
Untuk mencapai tujuan penelitian ini, data dianalisis dengan menggunakan korelasi ganda dengan bantuan SPSS versi 16. Hasil perhitungan korelasi berganda menunjukkan analisis pengaruh prediktor gabungan terhadap pemahaman bacaan menghasilkan nilai hitung F 16,756 yang menunjukkan signifikansi pada .000. Perhitungan korelasi regresi berganda membutuhkan tingkat signifikansi kurang dari 0,05. Kesimpulannya, baik skema isi dan skema linguistik memiliki korelasi terhadap pemahaman bacaan.
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CHAPTER I INTRODUCTION
The chapter presents some points which include Background of Study, Research Statement, Research Objective, Hypothesis, Assumption, Scope and Limitation of the Study, Significance of the Study, and Definition of Key Terms.
1.1 Background of the study
In the world of education, research on everything related to education is often conducted by researchers. Basically, it is done because the world of education continues to develop in line with the times. From the many studies conducted by researchers, reading skills are always the target or variable that is often used. This is because the reading skill itself is a tool that is often used in adding and developing knowledge and expanding peoples’ ideas, especially students in Indonesia. As Patel & Praveen (2008) stated that reading an active process which consists of recognition and comprehension skill. In comprehending a text, the reader has to master schemata.
The role of schemata in reading comprehension becomes one of the most topics that researchers take to be their research focus. The topic is much important to be discussed, so that until now there are still many research studies that discuss the importance of schemata on reading skill.
One of the studies was conducted by Rahman and Zahid (2018). They investigated the English teachers’ perception toward the role of content schemata in reading
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comprehension. This study was conducted at the EFL classroom in one of institutions in Saudi. A modified Likert scale questionnaire was administered to 61 male and female EFL faculty from the English Language Center (ELC) to generate data.
The findings have strengthened that the background knowledge of Saudi EFL students helps them significantly in reading faster with better comprehension. It has also been reported that the pre-reading strategy of brainstorming, class discussion on topics and questions is the most preferred for activating the background knowledge of Saudi EFL students. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF learners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. It can be concluded that content schemata have important role in reading.
Beside background knowledge (content schemata) that is considered important in linguistics, there are other schemata that is trusted to have close relationship with in comprehending text, namely formal schema and linguistic schema (Carrel, 1983).
Linguistic schema relates to readers' past linguistic knowledge, such as phonetics, grammar, and vocabulary, as defined by established standards. While formal schema is defined as abstract, encoded, internalized, coherent patterns of meta-linguistic,
discoursed, and textual structure that guide expectations in our efforts to interpret a meaningful piece of language (Carrel, 1983).
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Recently, schema analysis has been conducted by Hamid, Manda, Hakim, and Ria (2020). Their study focused on the influence of linguistic knowledge in EFL Reading Comprehension. The findings showed that the students' grammar and vocabulary skills greatly affect their reading comprehension. The innovative component of this study from the most recent research is also demonstrated by the fact that their grammatical schemata are more prominent than their vocabulary knowledge. The findings indicated that the grammar-related schemata play a key role in the EFL students' processing of understanding.
He continued that both types of information are important for determining the sentence's meaning and constructing the reading passage. In fact, the ability to read in a foreign language is greatly influenced by linguistic information, which functions as formal schemata in readers' cognitive structures.
In the explanation above, it can be concluded that the researcher actually investigated the effect of formal schemata on reading comprehension. However,
researchers are more focused on the influence of grammatical structure and vocabulary.
In other words, the researcher investigated the effect of linguistic schema on reading comprehension. Because, formal schemata not only focus on linguistic structure and vocabulary, but there are several aspects that are focused.
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Formal schemata are higher order structures that include knowledge of rhetorical organizing structures, as well as broad knowledge of text type characteristics and genre distinctions (Carrell & Eisterhold, 1983).
Another study about schemata was also conducted by Rochmah and Tutud (2022).
In the study, they had objective to find out the correlation between students' content schemata and their reading comprehension. In accordance with the outcomes of the pupils' reading comprehension and content schemata. The study discovered that pupils with strong content schema also had strong reading comprehension skills.
It is evidenced by the results of calculations using SPSS 16.0 version which the results show H0 is rejected and Ha (the alternative hypothesis) is accepted.
Consequently, there is a favorable association between content schema and students' reading comprehension.
With the results shown in the research above, it can be concluded that the research conducted by Rahman and Zahid (2018) on the first page can be said to be valid. In their research, they investigated the perception of English teachers on the role of schema content in reading comprehension. Their research results show that the main difficulties faced in activating content schemes are low knowledge of English and poor reading skills. This is in line with the results shown by Rochmah and Tutut (2022) which state that content schemata and reading comprehension mutually benefit each other.
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So, the use of proper schema will help the reader comprehend the text easily.
Schemata refers to people’s memory about a topic that is packaged into units
(Yunkyoung Kang, 1987). It can be concluded that people could comprehend a text or topic by recalling their old memory. So that, schemata are trusted having close
relationship with reading comprehension activity.
However, few of these studies have focused on the relationship between content and linguistic schemata in improving language skills. Based on the two studies above, it can be concluded that linguistic schemata and content schemata have a significant influence on reading comprehension. However, from the existing research above which one has a stronger correlation between content schemata and linguistic schemata if the subjects studied are the same students. In other words, this is one of the strong reasons to find out which aspect of schemata between linguistic schemata and content schemata contributes more to reading comprehension in this study.
Knowing this can provide views or ideas in improving language skills, especially in reading comprehension skills where the writing presented is written in English. Given these important issues, this study will investigate the relationship between both
schemata on reading comprehension ability in Indonesian college at Foreign Language Class.
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1.2 Research Problem
Based on the background of the study above, the researcher formulates the research question as follow: How are the correlation between content schemata, linguistic schemata and reading comprehension?
1.3 Research Objective
Related to the research question above, the researcher would like to describe the correlation between content and linguistic schemata and reading comprehension 1.4 Hypothesis
According to the formulation previously, the researcher needs establishing working hypotheses. The detailed formulation of research hypotheses is formulated as follows: There is correlation between content schemata, linguistic schemata, and reading comprehension
1.5 Assumption
According to the observation that is conducted at the selected collage, the researcher has the following assumption”:
The first assumption is that the students’ ability in English is equal, especially in reading. Because the subjects in this research are the second semester of first year collages’ students in foreign language class. In other word, the subjects of this research got English lesson for a semester.
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The second assumption is which by applying the good test procedures, it is assumed that the test can be used to measure students’ achievement in comprehending English text.
1.6 Scope and Delimitation of the Study
This research focused on investigating the correlation between content and linguistic schemata on reading comprehension. Schemata become the independent variable. However, the student’s reading comprehension become dependent variable.
This research is limited to the second years collage’s student in the foreign language class. There is only one class with the schedule every meeting has time 90 minutes.
1.7 Significance of the Study
This study validates the theory about the role of schemata in reading and validates the findings of previous studies that support the theory.
The result of this study is used as knowledge addition for teacher or lecturer to solve and accomplish teaching learning activity in the class. It can also be related to other areas of ability in English, when the positive correlation is found in two existing abilities or variables.
1.8 Definition of key terms
The researcher needs to explain the terms. It is necessary to avoid
misinterpretation and to have better understanding about those terms. It will be explained in details as follows:
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1. Reading comprehension: students' understanding of the texts encountered in reading activities.
2. Content schemata: what was obtained in the past and then connecting it with the topic or reading that is being faced. The thing that is recalled is related to the substance of what is to be achieved. The substance referred to in this case is from a reading text.
3. Linguistic schemata: knowledge of sentence structure and vocabulary that has been obtained related to the topic or reading that is being faced.
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CHAPTER VI
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion. It focusses on the summary of the research finding and discussion. This chapter also presents the suggestion that is filled in based on research finding and discussion.
6.1 Conclusion
Based on the finding and discussion in the previous chapters, the researcher got the result and examined the hypothesis. The calculation results of each test in testing each variable showed different values with different categories.
The results of the calculation of the content schemata obtained from the
questionnaire were 61.80. While, the average value of the linguistic schemata obtained from the grammar and vocabulary proficiency test was 79.14. Then, the average score of students in the reading comprehension test reached 79.54.
After all the values obtained, the researcher correlated them using SPSS 16 Version to find out whether there was a correlation between the three variables. Based on the computation between two predictor variables and one criterion variable yielded a significance value of 0.000. The significance value required to be smaller than 0.05 in order for the computation of the multiple regression correlation to be considered valid.
The hypothesis of this study was approved after referring to the hypothesis in the first chapter. The results of the multiple regression computation, which produced a value
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of sig. less than 0.05. The researcher came to the conclusion that content schemata and linguistic schemata correlate with reading comprehension. The level of correlation between variables was strong because the coefficient interval lies at 0.700-0.900.
6.2 Suggestion
In this part, the writer would like to contribute some suggestions for the English teachers and the other researchers based on the research findings and discussion.
It is suggested that the English teachers should be more creative and innovative to select the teaching strategy to deliver their material. They could find a good instructional media to get their students’ interest in learning English, especially in activating schema, both content schemata or in linguistic schemata to help or improve reading
comprehension skills.
To improve the students' reading comprehension, teachers should employ a range of pre-, during-, and post-reading exercises. It is strongly advised that teachers teach their students how to connect their prior knowledge to the intended reading topic.
Additionally, it is crucial that teachers recognize their students' reading challenges and work to reduce them by activating their past knowledge and giving them ample
experience with comfortable reading materials in terms of information and culture.
To the further researcher, particularly those who have the same problem and interested in conducting research, it is suggested that this study can be a reference.
Hopefully, future researchers will develop research with the same idea but with a different subject, so that research using theory schemata as a variable will continue to
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develop with various problems. It will help educators in developing language skills and assist students in understanding a reading with the provision of prior knowledge.
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