the effect of schema theory on reading comprehension
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1
CHAPTER IINTRODUCTION
This chapter presents brief discussion of the background research
question and the objective of the research significance of the research limitation
of the research hypothesis and definition of key terms
11 Background
Reading is a complicated actively thinking mental activity a thinking
process to experience predict verify and acknowledge information according to
readersrsquo previous information knowledge and experience and also an interactive
language communication between readers and the writer through text (Yu-hui et
al2010)
Smith ( 1985 ) in Yu-hui et al 2010 pointed out that in order to
understand language a reader must utilize direct and implicit information Direct
information refers to words written down while implicit information includes
knowledge of structures and words of a language in a text and knowledge of the
discussed topic and certain experience Based on the characteristics of reading
process the development of reading models can be classified into three phases
Bottom-up Model Top-down Model Interactive Model
Bottom-up Model came into being in 1960s which emphasizes that
reader taking reading materials as information input start from letters and words
recognition and then combine information continuously to accomplish reading
activity This model highlights that reading must be done in a fixed sequence to
get word meaning gradually and readers comprehend the reading materials mainly
by language knowledge In this model readersrsquo implicit information that is onersquos
knowledge and life experience is neglected and onersquos active processing of
information is not taken into consideration Following this model teachers would
concentrate mostly on words sentence patterns and grammatical knowledge relate
to the reading material but pay little attention to relevant background knowledge
when teaching reading
1
2
During late 1960s and early 1970s Goodman (1967 as cited in Peglar
2003) proposed a reading model based on psycholinguistics named as ldquoTop-
down Modelrdquo The model takes concept theory as basis and points out that
readers predict reading materials according to previous syntax and semantic
knowledge and make confirmation and modification during reading process The
model assumes that reading process is based on readersrsquo previous knowledge and
is a circulating process of predicting verifying and confirming Under the
guidance of this model teachers would pay too much attention to studentsrsquo
previous knowledge that is implicit information in the reading process and
overlook basic language knowledge teaching
In 1977 Rumelhart published Towards an Interactive Model of Reading
as cited in Peglar 2003 which holds that in fact reading process is a complicated
ldquointeractionrdquo process of many types of language knowledge including letters
words syntactic patterns and semantic meaning etc that is interaction of direct
and implicit information language processing interacts at different levels
In generally the teaching of reading is based on intensive approach
where the lesson consist of a core text (reading selection) and a list language
points (grammar and vocabulary) In intensive reading the reading has
relationship with background knowledge in reading comprehension According
Anderson et al (1997369) as cited in (Carrell and Eisterhold 1983) ldquoevery act of
comprehension involves onersquos knowledge of the world as wellrdquo
Reading comprehension is commonly known as an interactive mental
process between a readerrsquos linguistic knowledge knowledge of the world and
3
knowledge about a given topic For instance Nuttall (1996) as cited in Pratami
(2011) believes that reading comprehension is a process of activating the
knowledge of the word combined with the appropriate cognitive skill and
reasoning ability to get ideas from the print ie the transfer of a message from
writer to reader So the relationship between background knowledge and reading
comprehension is schema theory
There are some advantages that can be taken from schema theory the
first one is it helps the students to connect their idea with past experience or
background knowledge toward reading text The seconds is helps the students in
understanding and interpreting of new things based on the existing schema in
mind And the third is helps students to understanding not only thing and
experiences but also the language describing these thing and experiences
including written and spoken form
Rumelhart(1980 as cited in Yu-hui et al 2010) proposed three possible
reasons why students cannot understand a text first students lack proper schema
Under this condition students cannot understand the meaning contained in the
text at all Second students may possess adequate schema but the author does not
provide enough clues to activate the schema Therefore students still cannot get
the meaning If adequate clue is provided students can understand the text Third
students interpret the text in a consistent way but deviate from the authorrsquos
intention Under this condition students seem to understand the text but
misunderstand the authorrsquos intention So it will be better if the students have
capability in interpreting the author intention deeply and also the students have
4
more vocabularies to deny misunderstanding of the author purpose or the
information that is given by author in a text
Based on the researcher experiences in reading subject (reading 1 until
reading 4 subject) many techniques the lecturer used to improve reading skill in
the classroom like Jigsaw SQ3R Pre-reading techniques etc Unfortunately
some students are still poor in reading comprehension
Based on the explanation above the researcher was interested to
investigate the effect of schema theory on student reading comprehension at 4 th
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu in Academic Year 20112012
12 The Problem of the Research
Based on the background and explanation above the problem was
formulated
ldquoWas there a significant effect of schema theory on fourth semester
students of English study program of Muhammadiyah University of Bengkulu in
Academic Year 20112012rdquo
13 The objective of the Research
Based on the problem of the research the objective of the research was to
know whether there was an effect of schema theory on fourth semester students of
English study program of Muhammadiyah University of Bengkulu in Academic
Year 20112012
5
14 Significant of the Research
The results of this research were expected to be useful for lecturer and
students as follow
1 For reading lecturer the results of this research may become teaching
technique increasing studentsrsquo reading motivation and can make students
interested in reading comprehension
2 For students the results of the research can give great motivation for them to
develop their reading ability especially in improving their reading
comprehension skills
15 Limitation of the Research
This research was carrying out at the fourth semester students of English
study program of Muhammadiyah University of Bengkulu in Academic Year
20112012 The researcher focuses on the scope of the effect of schema theory on
students reading comprehension
16 Hypothesis
The formulas of hypothesis were
H0 There is no significant difference in reading post-test score
average between the student who is give schema and those who is
not give schema
6
H1 There is significant difference in reading post-test score average
between the student who is give schema and those who is not give
schema
17 Definition of Key Terms
1 Effect is defined as the outcome resulted from the introduction
independent variable
2 Schema theory is an active organization of past reaction on past
experience
3 Reading comprehension is commonly known as an interactive mental
process between a readerrsquos linguistic knowledge knowledge of the world
and knowledge about a given topic
7
CHAPTER IILITERATURE REVIEW
This chapter presents brief discussion of concept of reading
comprehension the purpose of reading level reading schema theory type of
schema theory and previous of study
21 Concept of Reading Comprehension
There are some definitions of reading They can be different from each
other and depend on the purpose of why people read For beginners people read
just to know the written symbols and also to articulate or to pronounce the written
But for the higher level of senior high school or university the purpose of reading
become that is reading comprehension
Nuttal (1996) says that ldquoWhatever your reason for reading is not very
likely that you are interested in the pronunciation of what you need and even less
likely that you are interested in the grammatical structure used you need because
you wanted to get something from the writingrdquo It means that we can read words
because we are being able to identify and decode single letters In other hand we
read word by fitting its general visual ldquoshoprdquo into a sense context
Ur (1996) as cited in Pratami states that reading understands all the
words in order to understand the meaning of a text Another opinion reading is
one of the skills which is learnt in reading is useless without sufficient
comprehension
According to Langan (2002) in Pratami (2011) reading comprehension is
the capability of understanding what the reader read In this understanding the
7
8
readers should recognize eight skills they are recognizing definition and
examples enumerations headings and sub heading signal words main idea in
paragraphs and short selections knowing how to outline how to summarize and
understanding graphs and tables Comprehension is achieved gradually as you
move from a general feeling about what something means to deeper level of
understanding
22 The Purpose for Reading Comprehension
Comprehension in reading is needed by the readers to get know what
they read At least there are five main purposes for comprehensive reading First
reading for specific information second reading for specific application third
reading for pleasure and entertainment fourth reading for ideas fifth reading for
understanding (Newnue 2011)
1 Reading for specific information
Commonly reading for specific information is used to look for specific
or limited information For example when the students at elementary school
recognize of simple symbols words and sentences It means they are looking for
specific information and finding it quickly Another example such as looking up a
word in the dictionary or a number in the telephone book is involving reading for
specific information
2 Reading for application
Reading for application is used to describe a special task Includes for
this type is reading a cake recipe or following instructions to make or fix
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
2
During late 1960s and early 1970s Goodman (1967 as cited in Peglar
2003) proposed a reading model based on psycholinguistics named as ldquoTop-
down Modelrdquo The model takes concept theory as basis and points out that
readers predict reading materials according to previous syntax and semantic
knowledge and make confirmation and modification during reading process The
model assumes that reading process is based on readersrsquo previous knowledge and
is a circulating process of predicting verifying and confirming Under the
guidance of this model teachers would pay too much attention to studentsrsquo
previous knowledge that is implicit information in the reading process and
overlook basic language knowledge teaching
In 1977 Rumelhart published Towards an Interactive Model of Reading
as cited in Peglar 2003 which holds that in fact reading process is a complicated
ldquointeractionrdquo process of many types of language knowledge including letters
words syntactic patterns and semantic meaning etc that is interaction of direct
and implicit information language processing interacts at different levels
In generally the teaching of reading is based on intensive approach
where the lesson consist of a core text (reading selection) and a list language
points (grammar and vocabulary) In intensive reading the reading has
relationship with background knowledge in reading comprehension According
Anderson et al (1997369) as cited in (Carrell and Eisterhold 1983) ldquoevery act of
comprehension involves onersquos knowledge of the world as wellrdquo
Reading comprehension is commonly known as an interactive mental
process between a readerrsquos linguistic knowledge knowledge of the world and
3
knowledge about a given topic For instance Nuttall (1996) as cited in Pratami
(2011) believes that reading comprehension is a process of activating the
knowledge of the word combined with the appropriate cognitive skill and
reasoning ability to get ideas from the print ie the transfer of a message from
writer to reader So the relationship between background knowledge and reading
comprehension is schema theory
There are some advantages that can be taken from schema theory the
first one is it helps the students to connect their idea with past experience or
background knowledge toward reading text The seconds is helps the students in
understanding and interpreting of new things based on the existing schema in
mind And the third is helps students to understanding not only thing and
experiences but also the language describing these thing and experiences
including written and spoken form
Rumelhart(1980 as cited in Yu-hui et al 2010) proposed three possible
reasons why students cannot understand a text first students lack proper schema
Under this condition students cannot understand the meaning contained in the
text at all Second students may possess adequate schema but the author does not
provide enough clues to activate the schema Therefore students still cannot get
the meaning If adequate clue is provided students can understand the text Third
students interpret the text in a consistent way but deviate from the authorrsquos
intention Under this condition students seem to understand the text but
misunderstand the authorrsquos intention So it will be better if the students have
capability in interpreting the author intention deeply and also the students have
4
more vocabularies to deny misunderstanding of the author purpose or the
information that is given by author in a text
Based on the researcher experiences in reading subject (reading 1 until
reading 4 subject) many techniques the lecturer used to improve reading skill in
the classroom like Jigsaw SQ3R Pre-reading techniques etc Unfortunately
some students are still poor in reading comprehension
Based on the explanation above the researcher was interested to
investigate the effect of schema theory on student reading comprehension at 4 th
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu in Academic Year 20112012
12 The Problem of the Research
Based on the background and explanation above the problem was
formulated
ldquoWas there a significant effect of schema theory on fourth semester
students of English study program of Muhammadiyah University of Bengkulu in
Academic Year 20112012rdquo
13 The objective of the Research
Based on the problem of the research the objective of the research was to
know whether there was an effect of schema theory on fourth semester students of
English study program of Muhammadiyah University of Bengkulu in Academic
Year 20112012
5
14 Significant of the Research
The results of this research were expected to be useful for lecturer and
students as follow
1 For reading lecturer the results of this research may become teaching
technique increasing studentsrsquo reading motivation and can make students
interested in reading comprehension
2 For students the results of the research can give great motivation for them to
develop their reading ability especially in improving their reading
comprehension skills
15 Limitation of the Research
This research was carrying out at the fourth semester students of English
study program of Muhammadiyah University of Bengkulu in Academic Year
20112012 The researcher focuses on the scope of the effect of schema theory on
students reading comprehension
16 Hypothesis
The formulas of hypothesis were
H0 There is no significant difference in reading post-test score
average between the student who is give schema and those who is
not give schema
6
H1 There is significant difference in reading post-test score average
between the student who is give schema and those who is not give
schema
17 Definition of Key Terms
1 Effect is defined as the outcome resulted from the introduction
independent variable
2 Schema theory is an active organization of past reaction on past
experience
3 Reading comprehension is commonly known as an interactive mental
process between a readerrsquos linguistic knowledge knowledge of the world
and knowledge about a given topic
7
CHAPTER IILITERATURE REVIEW
This chapter presents brief discussion of concept of reading
comprehension the purpose of reading level reading schema theory type of
schema theory and previous of study
21 Concept of Reading Comprehension
There are some definitions of reading They can be different from each
other and depend on the purpose of why people read For beginners people read
just to know the written symbols and also to articulate or to pronounce the written
But for the higher level of senior high school or university the purpose of reading
become that is reading comprehension
Nuttal (1996) says that ldquoWhatever your reason for reading is not very
likely that you are interested in the pronunciation of what you need and even less
likely that you are interested in the grammatical structure used you need because
you wanted to get something from the writingrdquo It means that we can read words
because we are being able to identify and decode single letters In other hand we
read word by fitting its general visual ldquoshoprdquo into a sense context
Ur (1996) as cited in Pratami states that reading understands all the
words in order to understand the meaning of a text Another opinion reading is
one of the skills which is learnt in reading is useless without sufficient
comprehension
According to Langan (2002) in Pratami (2011) reading comprehension is
the capability of understanding what the reader read In this understanding the
7
8
readers should recognize eight skills they are recognizing definition and
examples enumerations headings and sub heading signal words main idea in
paragraphs and short selections knowing how to outline how to summarize and
understanding graphs and tables Comprehension is achieved gradually as you
move from a general feeling about what something means to deeper level of
understanding
22 The Purpose for Reading Comprehension
Comprehension in reading is needed by the readers to get know what
they read At least there are five main purposes for comprehensive reading First
reading for specific information second reading for specific application third
reading for pleasure and entertainment fourth reading for ideas fifth reading for
understanding (Newnue 2011)
1 Reading for specific information
Commonly reading for specific information is used to look for specific
or limited information For example when the students at elementary school
recognize of simple symbols words and sentences It means they are looking for
specific information and finding it quickly Another example such as looking up a
word in the dictionary or a number in the telephone book is involving reading for
specific information
2 Reading for application
Reading for application is used to describe a special task Includes for
this type is reading a cake recipe or following instructions to make or fix
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
3
knowledge about a given topic For instance Nuttall (1996) as cited in Pratami
(2011) believes that reading comprehension is a process of activating the
knowledge of the word combined with the appropriate cognitive skill and
reasoning ability to get ideas from the print ie the transfer of a message from
writer to reader So the relationship between background knowledge and reading
comprehension is schema theory
There are some advantages that can be taken from schema theory the
first one is it helps the students to connect their idea with past experience or
background knowledge toward reading text The seconds is helps the students in
understanding and interpreting of new things based on the existing schema in
mind And the third is helps students to understanding not only thing and
experiences but also the language describing these thing and experiences
including written and spoken form
Rumelhart(1980 as cited in Yu-hui et al 2010) proposed three possible
reasons why students cannot understand a text first students lack proper schema
Under this condition students cannot understand the meaning contained in the
text at all Second students may possess adequate schema but the author does not
provide enough clues to activate the schema Therefore students still cannot get
the meaning If adequate clue is provided students can understand the text Third
students interpret the text in a consistent way but deviate from the authorrsquos
intention Under this condition students seem to understand the text but
misunderstand the authorrsquos intention So it will be better if the students have
capability in interpreting the author intention deeply and also the students have
4
more vocabularies to deny misunderstanding of the author purpose or the
information that is given by author in a text
Based on the researcher experiences in reading subject (reading 1 until
reading 4 subject) many techniques the lecturer used to improve reading skill in
the classroom like Jigsaw SQ3R Pre-reading techniques etc Unfortunately
some students are still poor in reading comprehension
Based on the explanation above the researcher was interested to
investigate the effect of schema theory on student reading comprehension at 4 th
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu in Academic Year 20112012
12 The Problem of the Research
Based on the background and explanation above the problem was
formulated
ldquoWas there a significant effect of schema theory on fourth semester
students of English study program of Muhammadiyah University of Bengkulu in
Academic Year 20112012rdquo
13 The objective of the Research
Based on the problem of the research the objective of the research was to
know whether there was an effect of schema theory on fourth semester students of
English study program of Muhammadiyah University of Bengkulu in Academic
Year 20112012
5
14 Significant of the Research
The results of this research were expected to be useful for lecturer and
students as follow
1 For reading lecturer the results of this research may become teaching
technique increasing studentsrsquo reading motivation and can make students
interested in reading comprehension
2 For students the results of the research can give great motivation for them to
develop their reading ability especially in improving their reading
comprehension skills
15 Limitation of the Research
This research was carrying out at the fourth semester students of English
study program of Muhammadiyah University of Bengkulu in Academic Year
20112012 The researcher focuses on the scope of the effect of schema theory on
students reading comprehension
16 Hypothesis
The formulas of hypothesis were
H0 There is no significant difference in reading post-test score
average between the student who is give schema and those who is
not give schema
6
H1 There is significant difference in reading post-test score average
between the student who is give schema and those who is not give
schema
17 Definition of Key Terms
1 Effect is defined as the outcome resulted from the introduction
independent variable
2 Schema theory is an active organization of past reaction on past
experience
3 Reading comprehension is commonly known as an interactive mental
process between a readerrsquos linguistic knowledge knowledge of the world
and knowledge about a given topic
7
CHAPTER IILITERATURE REVIEW
This chapter presents brief discussion of concept of reading
comprehension the purpose of reading level reading schema theory type of
schema theory and previous of study
21 Concept of Reading Comprehension
There are some definitions of reading They can be different from each
other and depend on the purpose of why people read For beginners people read
just to know the written symbols and also to articulate or to pronounce the written
But for the higher level of senior high school or university the purpose of reading
become that is reading comprehension
Nuttal (1996) says that ldquoWhatever your reason for reading is not very
likely that you are interested in the pronunciation of what you need and even less
likely that you are interested in the grammatical structure used you need because
you wanted to get something from the writingrdquo It means that we can read words
because we are being able to identify and decode single letters In other hand we
read word by fitting its general visual ldquoshoprdquo into a sense context
Ur (1996) as cited in Pratami states that reading understands all the
words in order to understand the meaning of a text Another opinion reading is
one of the skills which is learnt in reading is useless without sufficient
comprehension
According to Langan (2002) in Pratami (2011) reading comprehension is
the capability of understanding what the reader read In this understanding the
7
8
readers should recognize eight skills they are recognizing definition and
examples enumerations headings and sub heading signal words main idea in
paragraphs and short selections knowing how to outline how to summarize and
understanding graphs and tables Comprehension is achieved gradually as you
move from a general feeling about what something means to deeper level of
understanding
22 The Purpose for Reading Comprehension
Comprehension in reading is needed by the readers to get know what
they read At least there are five main purposes for comprehensive reading First
reading for specific information second reading for specific application third
reading for pleasure and entertainment fourth reading for ideas fifth reading for
understanding (Newnue 2011)
1 Reading for specific information
Commonly reading for specific information is used to look for specific
or limited information For example when the students at elementary school
recognize of simple symbols words and sentences It means they are looking for
specific information and finding it quickly Another example such as looking up a
word in the dictionary or a number in the telephone book is involving reading for
specific information
2 Reading for application
Reading for application is used to describe a special task Includes for
this type is reading a cake recipe or following instructions to make or fix
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
4
more vocabularies to deny misunderstanding of the author purpose or the
information that is given by author in a text
Based on the researcher experiences in reading subject (reading 1 until
reading 4 subject) many techniques the lecturer used to improve reading skill in
the classroom like Jigsaw SQ3R Pre-reading techniques etc Unfortunately
some students are still poor in reading comprehension
Based on the explanation above the researcher was interested to
investigate the effect of schema theory on student reading comprehension at 4 th
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu in Academic Year 20112012
12 The Problem of the Research
Based on the background and explanation above the problem was
formulated
ldquoWas there a significant effect of schema theory on fourth semester
students of English study program of Muhammadiyah University of Bengkulu in
Academic Year 20112012rdquo
13 The objective of the Research
Based on the problem of the research the objective of the research was to
know whether there was an effect of schema theory on fourth semester students of
English study program of Muhammadiyah University of Bengkulu in Academic
Year 20112012
5
14 Significant of the Research
The results of this research were expected to be useful for lecturer and
students as follow
1 For reading lecturer the results of this research may become teaching
technique increasing studentsrsquo reading motivation and can make students
interested in reading comprehension
2 For students the results of the research can give great motivation for them to
develop their reading ability especially in improving their reading
comprehension skills
15 Limitation of the Research
This research was carrying out at the fourth semester students of English
study program of Muhammadiyah University of Bengkulu in Academic Year
20112012 The researcher focuses on the scope of the effect of schema theory on
students reading comprehension
16 Hypothesis
The formulas of hypothesis were
H0 There is no significant difference in reading post-test score
average between the student who is give schema and those who is
not give schema
6
H1 There is significant difference in reading post-test score average
between the student who is give schema and those who is not give
schema
17 Definition of Key Terms
1 Effect is defined as the outcome resulted from the introduction
independent variable
2 Schema theory is an active organization of past reaction on past
experience
3 Reading comprehension is commonly known as an interactive mental
process between a readerrsquos linguistic knowledge knowledge of the world
and knowledge about a given topic
7
CHAPTER IILITERATURE REVIEW
This chapter presents brief discussion of concept of reading
comprehension the purpose of reading level reading schema theory type of
schema theory and previous of study
21 Concept of Reading Comprehension
There are some definitions of reading They can be different from each
other and depend on the purpose of why people read For beginners people read
just to know the written symbols and also to articulate or to pronounce the written
But for the higher level of senior high school or university the purpose of reading
become that is reading comprehension
Nuttal (1996) says that ldquoWhatever your reason for reading is not very
likely that you are interested in the pronunciation of what you need and even less
likely that you are interested in the grammatical structure used you need because
you wanted to get something from the writingrdquo It means that we can read words
because we are being able to identify and decode single letters In other hand we
read word by fitting its general visual ldquoshoprdquo into a sense context
Ur (1996) as cited in Pratami states that reading understands all the
words in order to understand the meaning of a text Another opinion reading is
one of the skills which is learnt in reading is useless without sufficient
comprehension
According to Langan (2002) in Pratami (2011) reading comprehension is
the capability of understanding what the reader read In this understanding the
7
8
readers should recognize eight skills they are recognizing definition and
examples enumerations headings and sub heading signal words main idea in
paragraphs and short selections knowing how to outline how to summarize and
understanding graphs and tables Comprehension is achieved gradually as you
move from a general feeling about what something means to deeper level of
understanding
22 The Purpose for Reading Comprehension
Comprehension in reading is needed by the readers to get know what
they read At least there are five main purposes for comprehensive reading First
reading for specific information second reading for specific application third
reading for pleasure and entertainment fourth reading for ideas fifth reading for
understanding (Newnue 2011)
1 Reading for specific information
Commonly reading for specific information is used to look for specific
or limited information For example when the students at elementary school
recognize of simple symbols words and sentences It means they are looking for
specific information and finding it quickly Another example such as looking up a
word in the dictionary or a number in the telephone book is involving reading for
specific information
2 Reading for application
Reading for application is used to describe a special task Includes for
this type is reading a cake recipe or following instructions to make or fix
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
5
14 Significant of the Research
The results of this research were expected to be useful for lecturer and
students as follow
1 For reading lecturer the results of this research may become teaching
technique increasing studentsrsquo reading motivation and can make students
interested in reading comprehension
2 For students the results of the research can give great motivation for them to
develop their reading ability especially in improving their reading
comprehension skills
15 Limitation of the Research
This research was carrying out at the fourth semester students of English
study program of Muhammadiyah University of Bengkulu in Academic Year
20112012 The researcher focuses on the scope of the effect of schema theory on
students reading comprehension
16 Hypothesis
The formulas of hypothesis were
H0 There is no significant difference in reading post-test score
average between the student who is give schema and those who is
not give schema
6
H1 There is significant difference in reading post-test score average
between the student who is give schema and those who is not give
schema
17 Definition of Key Terms
1 Effect is defined as the outcome resulted from the introduction
independent variable
2 Schema theory is an active organization of past reaction on past
experience
3 Reading comprehension is commonly known as an interactive mental
process between a readerrsquos linguistic knowledge knowledge of the world
and knowledge about a given topic
7
CHAPTER IILITERATURE REVIEW
This chapter presents brief discussion of concept of reading
comprehension the purpose of reading level reading schema theory type of
schema theory and previous of study
21 Concept of Reading Comprehension
There are some definitions of reading They can be different from each
other and depend on the purpose of why people read For beginners people read
just to know the written symbols and also to articulate or to pronounce the written
But for the higher level of senior high school or university the purpose of reading
become that is reading comprehension
Nuttal (1996) says that ldquoWhatever your reason for reading is not very
likely that you are interested in the pronunciation of what you need and even less
likely that you are interested in the grammatical structure used you need because
you wanted to get something from the writingrdquo It means that we can read words
because we are being able to identify and decode single letters In other hand we
read word by fitting its general visual ldquoshoprdquo into a sense context
Ur (1996) as cited in Pratami states that reading understands all the
words in order to understand the meaning of a text Another opinion reading is
one of the skills which is learnt in reading is useless without sufficient
comprehension
According to Langan (2002) in Pratami (2011) reading comprehension is
the capability of understanding what the reader read In this understanding the
7
8
readers should recognize eight skills they are recognizing definition and
examples enumerations headings and sub heading signal words main idea in
paragraphs and short selections knowing how to outline how to summarize and
understanding graphs and tables Comprehension is achieved gradually as you
move from a general feeling about what something means to deeper level of
understanding
22 The Purpose for Reading Comprehension
Comprehension in reading is needed by the readers to get know what
they read At least there are five main purposes for comprehensive reading First
reading for specific information second reading for specific application third
reading for pleasure and entertainment fourth reading for ideas fifth reading for
understanding (Newnue 2011)
1 Reading for specific information
Commonly reading for specific information is used to look for specific
or limited information For example when the students at elementary school
recognize of simple symbols words and sentences It means they are looking for
specific information and finding it quickly Another example such as looking up a
word in the dictionary or a number in the telephone book is involving reading for
specific information
2 Reading for application
Reading for application is used to describe a special task Includes for
this type is reading a cake recipe or following instructions to make or fix
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
6
H1 There is significant difference in reading post-test score average
between the student who is give schema and those who is not give
schema
17 Definition of Key Terms
1 Effect is defined as the outcome resulted from the introduction
independent variable
2 Schema theory is an active organization of past reaction on past
experience
3 Reading comprehension is commonly known as an interactive mental
process between a readerrsquos linguistic knowledge knowledge of the world
and knowledge about a given topic
7
CHAPTER IILITERATURE REVIEW
This chapter presents brief discussion of concept of reading
comprehension the purpose of reading level reading schema theory type of
schema theory and previous of study
21 Concept of Reading Comprehension
There are some definitions of reading They can be different from each
other and depend on the purpose of why people read For beginners people read
just to know the written symbols and also to articulate or to pronounce the written
But for the higher level of senior high school or university the purpose of reading
become that is reading comprehension
Nuttal (1996) says that ldquoWhatever your reason for reading is not very
likely that you are interested in the pronunciation of what you need and even less
likely that you are interested in the grammatical structure used you need because
you wanted to get something from the writingrdquo It means that we can read words
because we are being able to identify and decode single letters In other hand we
read word by fitting its general visual ldquoshoprdquo into a sense context
Ur (1996) as cited in Pratami states that reading understands all the
words in order to understand the meaning of a text Another opinion reading is
one of the skills which is learnt in reading is useless without sufficient
comprehension
According to Langan (2002) in Pratami (2011) reading comprehension is
the capability of understanding what the reader read In this understanding the
7
8
readers should recognize eight skills they are recognizing definition and
examples enumerations headings and sub heading signal words main idea in
paragraphs and short selections knowing how to outline how to summarize and
understanding graphs and tables Comprehension is achieved gradually as you
move from a general feeling about what something means to deeper level of
understanding
22 The Purpose for Reading Comprehension
Comprehension in reading is needed by the readers to get know what
they read At least there are five main purposes for comprehensive reading First
reading for specific information second reading for specific application third
reading for pleasure and entertainment fourth reading for ideas fifth reading for
understanding (Newnue 2011)
1 Reading for specific information
Commonly reading for specific information is used to look for specific
or limited information For example when the students at elementary school
recognize of simple symbols words and sentences It means they are looking for
specific information and finding it quickly Another example such as looking up a
word in the dictionary or a number in the telephone book is involving reading for
specific information
2 Reading for application
Reading for application is used to describe a special task Includes for
this type is reading a cake recipe or following instructions to make or fix
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
7
CHAPTER IILITERATURE REVIEW
This chapter presents brief discussion of concept of reading
comprehension the purpose of reading level reading schema theory type of
schema theory and previous of study
21 Concept of Reading Comprehension
There are some definitions of reading They can be different from each
other and depend on the purpose of why people read For beginners people read
just to know the written symbols and also to articulate or to pronounce the written
But for the higher level of senior high school or university the purpose of reading
become that is reading comprehension
Nuttal (1996) says that ldquoWhatever your reason for reading is not very
likely that you are interested in the pronunciation of what you need and even less
likely that you are interested in the grammatical structure used you need because
you wanted to get something from the writingrdquo It means that we can read words
because we are being able to identify and decode single letters In other hand we
read word by fitting its general visual ldquoshoprdquo into a sense context
Ur (1996) as cited in Pratami states that reading understands all the
words in order to understand the meaning of a text Another opinion reading is
one of the skills which is learnt in reading is useless without sufficient
comprehension
According to Langan (2002) in Pratami (2011) reading comprehension is
the capability of understanding what the reader read In this understanding the
7
8
readers should recognize eight skills they are recognizing definition and
examples enumerations headings and sub heading signal words main idea in
paragraphs and short selections knowing how to outline how to summarize and
understanding graphs and tables Comprehension is achieved gradually as you
move from a general feeling about what something means to deeper level of
understanding
22 The Purpose for Reading Comprehension
Comprehension in reading is needed by the readers to get know what
they read At least there are five main purposes for comprehensive reading First
reading for specific information second reading for specific application third
reading for pleasure and entertainment fourth reading for ideas fifth reading for
understanding (Newnue 2011)
1 Reading for specific information
Commonly reading for specific information is used to look for specific
or limited information For example when the students at elementary school
recognize of simple symbols words and sentences It means they are looking for
specific information and finding it quickly Another example such as looking up a
word in the dictionary or a number in the telephone book is involving reading for
specific information
2 Reading for application
Reading for application is used to describe a special task Includes for
this type is reading a cake recipe or following instructions to make or fix
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
8
readers should recognize eight skills they are recognizing definition and
examples enumerations headings and sub heading signal words main idea in
paragraphs and short selections knowing how to outline how to summarize and
understanding graphs and tables Comprehension is achieved gradually as you
move from a general feeling about what something means to deeper level of
understanding
22 The Purpose for Reading Comprehension
Comprehension in reading is needed by the readers to get know what
they read At least there are five main purposes for comprehensive reading First
reading for specific information second reading for specific application third
reading for pleasure and entertainment fourth reading for ideas fifth reading for
understanding (Newnue 2011)
1 Reading for specific information
Commonly reading for specific information is used to look for specific
or limited information For example when the students at elementary school
recognize of simple symbols words and sentences It means they are looking for
specific information and finding it quickly Another example such as looking up a
word in the dictionary or a number in the telephone book is involving reading for
specific information
2 Reading for application
Reading for application is used to describe a special task Includes for
this type is reading a cake recipe or following instructions to make or fix
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
9
something Read a book written by author procedurally For example read the
instructions how to switch on the computer
3 Reading for pleasure and entertainment
Usually this type purpose of reading is liked by most of the human who
want to get pleasure or entertain in their reading This includes reading popular
magazine novels anecdotes comics and others similar books
4 Reading for ideas
This type of reading concerns how to get ideas in the text and also
finding the concepts of the presented information The reader skims through major
topics headings illustrations and conclusion in order to get a general idea of the
content
5 Reading for understanding
Reading for understanding is needed by the students to comprehend the
relation between information and knowledge of the subject They also understand
the relation of topics to sentences paragraphs and the main idea For example
students reading an economic textbook must carefully compare and contrast
similarities and differences of the facts and data presented in order to understand
the subject
The most important for the explanation above is comprehension It is
important for the readers because without comprehension it is impossible to
know what the readers read after It be better if the readers know the
comprehension of reading
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
10
There are three levels of reading comprehension First literal reading
second aesthetic reading third critical reading Literal reading is the ability to
follow directions and understand exact words meanings and characters Aesthetic
reading is the ability to appreciate artistically and overall quality of what is being
read Critical reading is the ability to make factual distinctions between common
ideas fact and opinion
23 Level of Reading
Level of reading consist of pre-reader beginner intermediate advance
and professional level ( Nopriyanti 2010)
1 Pre-reader
Pre-reader books are for young children and adults that have not yet
learned to read the language the book is written in or have just started to learn to
pronounce and read simple words A pre-readers vocabulary is typically small A
pre-reader is likely to have difficulty reading and understanding long words and
sentences These books should use of a lot of pictures and are likely to be read out
loud with a parent or educator present Pre-reader books should be part of
Wikijunior Use reading level |pre-reader to add a book to this category
2 Beginner
Books at the beginner skill level are intended for young children that can
read on their own Beginners can understand longer sentences and have a higher
vocabulary than pre-readers However beginners are likely to have some
difficulties still with pronunciation and comprehension when new vocabulary is
encountered or introduced These books are likely about basic subjects and use a
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
11
minimum amount of difficult vocabulary Difficult words that are used should be
properly introduced These books are likely to still rely heavily on pictures Use
reading level |beginner to add a book to this category
3 Intermediate
Books at the intermediate skill level are intended for readers at an
average adult reading level Sentence structures are likely to be more diverse and
more difficult vocabulary is often used without an explanation An intermediate
reader is more likely to understand new words and vocabulary just from the
context and usage These books are likely to provide more in depth information
about a subject than a beginner level book would which may require using and
explaining some specialized jargon These books should be accessible to readers
without any particular expertise in the subject area and should avoid using jargon
without explanations Use reading level |intermediate to add a book to this
category
4 Advanced
Books at the advanced skill level depend on more background knowledge
and understanding of more specialized vocabulary than is common for
intermediate readers Some subject-specific jargon is likely to be used without
explanation but a heavy reliance on subject-specific jargon should be avoided to
increase readability and comprehension Use reading level |advanced to add a
book to this category
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
12
5 Professional
Books at the professional skill level tend to be highly subject-specific and
require extensive background knowledge among readers Jargon tends to be used
extensively and readability is often sacrificed for precision These books may be
dry and academic and not welcoming to most readers Use reading level |
professional to add a book to this category
24 Strategy for Reading Comprehension
For most second language learners who are already literate in previous
language reading comprehension is primarily a matter of developing appropriate
efficient comprehension strategies Some strategies are related to bottom-up
procedures and another enhances the top-down process Following are ten such
strategies each of which can be practically applied to your classroom technique
(Douglas 2001)
1 Identify the purpose in reading
How many times have you been told to read something and you donrsquot
know why yoursquore being asked to read it You end up doing only a mediocre job of
retaining what you ldquoreadrdquo and perhaps were rather slow in the process Efficient
reading consist of clarify identifying the purpose in reading something By doing
so you know what yoursquore looking for and can weed out potential distracting
information Whatever you are teaching a reading technique make sure students
know their purpose in reading something
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
13
2 Use graphemic rules and pattern to aid in bottom-up decoding (for beginning level learners)
At the beginning levels of learning English one of the difficulties student
encounter in learning to read is making to correspondence between spoken and
written English In many cases learner have become acquainted with oral
language and have some difficult learning English spelling conventions They
may need to be given hints and explanations about certain English orthographic
rules and peculiarities While in many cases you can assume that one to one
graphemes-phoneme correspondence will be acquired with ease other relationship
might prove difficult Consider how you might provide hints and pointers on such
patterns as these
ldquoshortrdquo vowel sound in VC patterns ( bat him leg wish etc)
ldquolongrdquo vowel sound in VCe (final silent e patterns (late time bite etc)
ldquolongrdquo vowel sound in VV patterns (seat coat etc)
Distinguishing ldquo hardrdquo c and g from rdquosoft ldquo c and g (cat vs cit game vs
gem etc)
3 Use efficient silent reading technique reading technique for relatively rapid comprehension ( for immediate to advanced levels)
If you are teaching beginning level students this particular strategy will
not apply because they are still struggling with the control of a limited vocabulary
and grammatical patterns Your intermediate to advocated level students need not
be speed reads but you can help them to increase efficiency by teaching a few
silent reading rules
You donrsquot need ldquopronouncerdquo each word to yourself
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
14
Try to visually perceive more than one word at a time preferably phrases
Unless a word is absolutely crucial to global understanding skip over it
and try to infer its meaning through its context
4 Skimming
Perhaps those two valuable reading strategies for learners as well as
native speakers are skimming and scanning Skimming consist of quickly running
onersquos eyes across a whole text (an essay article or chapter for example) to get
the gist Skimming give readers the advantages of being able to predict the
purpose of the passage the main topic or message and possibly some of
developing or supporting idea This given them ldquohead startrdquo as they embark on
more focused reading You can train students to skim passage by giving them
say 30 seconds to look through a few pages of material have them close their
books and tell you what they learned
5 Scanning
The second in the ldquomost valuablerdquo category is scanning or quickly
searching for some particular pieces or pieces of information in a text Scanning
exercise may ask students to look for names or dates to find a definition of key
concept or list a certain number of supporting details The purpose of scanning is
to extract certain specific information without reading through the whole text For
academic English scanning is absolutely essential In vocational or general
English scanning is important in dealing with genres like schedule manuals
form etc
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
15
6 Semantic Mapping or Clustering
Readers can easily be overwhelmed by a long string of idea or events
The strategies of semantic mapping or grouping idea into meaningful clusters
help the readers to provide some order to the chaos Making such semantic maps
can be done individually but they make for a productive group work technique as
students collectively induce order and hierarchy to a passage
7 Guessing
This is an extremely broad category Learners can use guessing to their
advantages to
Guess the meaning of word
Guess grammatically relationship (eg a pronounce references
Guess discourse relationship
Infer implied meaning (ldquobetween the linesrdquo)
Guess about a cultural reference
Guess the content message
8 Vocabulary analysis to make guessing pay off when they donrsquot immediately recognize a word is to analyze of what they know about it Several techniques useful here
a Look for prefixes (co-inter u etc) that may give clues
b Look for suffixes (-tion -live ally etc) that may indicate what part of
speech it is
c Look for roots that are familiar (eg intervening may be a word a
student doesnrsquot know but recognize that the root ven comes from
Latinrdquo to comerdquo would yield the meaningrsquo to come in betweenrdquo)
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
16
d Look for grammatical contexts that may sign information
e Look at the semantic context (topic) for clues
9 Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing skill
The fact that not all language can be interpreted appropriately by attending to its
literal syntactic surface structure make special demands on readers Implied
meaning usually has to be derived from processing pragmatic information as in
the following example
a Bill walked into the frigid classroom and immediately notice Bob
sitting by the open window
ldquoBrrlrdquo he exclaimed simultaneously eyeing Bob and the open
Windows ldquoItrsquos sure cold in here Bobrdquo
Bob glanced up from his a book and growled ldquoOh all right Irsquoll close
the windowrsquos
b The policemen held up his hand and stopped the car
c Mary heard the ice cream man coming down the street She
remembered her birth day money and rushed into the house
(Rummerlhart 1977265)
Each of these excerpts has implied information The request in (a) is
obvious only if the reader recognize the nature of many indirect requests in which
we ask people to do without ever performing question We canrsquot be sure in (b) if
the policeman literally (physical) stopped the car is hand but the assumption is
that is a traffic policeman whose hand sign was obeyed by a driver
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
17
Rummerlthartrsquos classic example in (c) lead the reader without any other context
to believe Mary is going into the house to get money to buy ice cream until the
last few words suppliedrdquohellipand locked the doorrdquo
10 Capitalize on discourse markers to process relationship
Many discourse markers in English signal relationship among idea as
expressed through phrases clauses and sentences A clear comprehension of such
markers can greatly enhance learnersrsquo reading efficiency Table 182 enumerates
almost one hundred of these markers with which learners of intermediate
proficiency level ought to be thoroughly familiar
Table 182 Types of discourse markers (Mackay 1987 254)
National categorymeaning Marker
1 Enumerative Introduce in
order in which points are to be
made or the time sequence in
which actions or process took
place
First(ly) second(ly) third(ly) one
two three a b c next then finally
last(ly) in the first second place for
one thingfor another thing to begin
with subsequently eventually
finally in the end to conclude
25 Schema Theory
The theory with role of background knowledge in language
comprehension is known as schema theory According to this theory meaning is
not only found in the words on reads or hears It is a process of interaction
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
18
between what is in the reading or spoken passage and the readers or listeners
previous knowledge
Ideally they bring meaning from the outside of world and combine them
with the present in the present in the passage they read or heard to help their
comprehension Hence it could be stated that schema theory is a personification of
background knowledge to unravel the meaning of the through involving previous
experience
To understand the role of background knowledge in reading
comprehension it is often useful to draw a distinction between formal schemata
(Background knowledge of the formal rhetorical organizational structures of
different type of text) and content schemata (background knowledge of content
area of a text) (Carrell and Eisterhold 1983)
The role of background knowledge or schemata reading comprehension
is very urgent and dominants for the reader Good reader are the ones who do not
concrete on individual words nor read word for word but ldquo read by contentrdquo
making guesses of what they are going to read next trying to get the meaning of
unknown words using the content
In this case to use these types of knowledge a good reader use lsquocontext
meaningrdquo which available on a text In other word the way of reading passage is
organized affects readersrsquo understanding of difficult words In this way the reader
can read and understanding the meaning of passage without stopping to look up
every new word I dictionary Otherwise the readers have to guess the meaning in
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
19
the context The context to make predictions about the meaning of the text or use
textual and lexical cues to build a meaning in mental representation
Anderson et al (1977 369) in (Carrell and Eisterhold 1983) suggested
that every act of comprehension involves onersquos knowledge of the world as well
This idea is quite simple but it is one worth reminding ourselves of when we
consider comprehension in a second or foreign language and specially reading
comprehension in EFLESL
Background knowledge or schemata theory has been the most neglected
in EFLESL reading It related to the reader than contributes more information by
the print on the page That is readers understand they read because they are able
to take the stimulus beyond its graphic representation and assign it membership to
an appropriate group of concepts already stored in their memories The readers
bring to the task a formidable amount of information and ideas attitudes and
beliefs This knowledge coupled with the ability to make the linguistics
predictions determines the exceptions the reader will develop as the reads Skill
in reading depends on the efficient interaction between linguistic knowledge and
knowledge of the world
In schema theory comprehending a text is an interactive process between
the readersrsquo background knowledge and the text So this activity requires the
ability to relate the textual material to onersquos own knowledge Nunan (19967)
recognized the schemata as a useful concept in understanding how the reader is
able to interpret text It is evident that order to making successful reading
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
20
comprehension the readers should have enough schemata in other hands every
act of comprehension involves onersquos knowledge of the world simultaneously
251 Types of schema
Generally there are three major types of schemata namely linguistic
schemata formal schemata and content schemata which are closely related to
reading comprehension (Salmi2011)
1 Linguistic Schemata
Linguistic schemata refer to readersrsquo 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
2 Formal Schemata
Formal schemata are the organizational forms and rhetorical structures of
written texts They include knowledge of different text types and genres and also
include the knowledge that different types of texts use text organization language
structures vocabulary grammar and level of formality differently
Formal schemata are described as abstract encoded internalized coherent
patterns of meta-linguistic discourse and textual organization that guide
expectation in our attempts to understand a meaning piece of language Readers
use their schematic representations of the text such as fictions poems essays
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
21
newspaper articles academic articles in magazines 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 readers because
the type of the text will offer detailed evidence of the content of the text
Nonetheless compared 702 Schemata (background knowledge) and Reading
Comprehension with the linguistic and content schemata the formal schemata
offer less power in the reading process (Carrell 1984 in (Salmi 2011)
3 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 levels
of the languagersquos 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
251 Applications of Schema Theory to ESL Reading
Carrell (1988b245) in Stott (2010) lists numerous ways in which relevant
schemata may be constructed including lectures visual aids demonstrations real-
life experiences discussion role-play text previewing introduction and
discussion of key vocabulary and key-wordkey-concept association activities
Examples of such contextualization include for example showing pictures of a
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
22
city before asking the students to read a text about that city or playing a video
clip from a film adaptation of the novel the class is about to study Although
helpful these pre reading activities are probably not sufficient alone and teachers
will need to supply additional information
26 Previous Study
In this research there are some previous studies about reading
comprehension strategies It can be seen on the table 1 follow
No Researcher Title Result1 Ansori
(2001)Investigated about increasing studentrsquos reading comprehension through SQ3R at second semester of English Study Program Universitas Bengkulu
The score of experimental was 7250 and control group was 6067 in the testing significant differences was 2230 and 1029 the significant different 05 and DF=60 t table 220 t obtained was 596(596gt220) it means that there was a significant different between the mean score of two groups It is can be conclude that SQ3R technique gave significant effect on student reading comprehension
2 Ferbasari (2005)
The effect of thejigsaw technique toward studentsrsquo reading comprehension achievement
Jigsaw technique was the technique that could be used in learning process because of its interdependence to get information from the text
3 Suramto (2002)
Investigated reading strategies that are used by second year students at SMUN 1 Argamakmur
The result of the research described that there were 4 strategies Catu strategies skimming strategies SQ3R strategies and selecting strategies
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
23
261 Summary
From the data in the table above there are 4 researchers who have
researched about reading comprehension From the result the researcher Ansori
(2001) found out the increasing of student readingrsquo comprehension through SQ3R
at the second semester of English study program University of Bengkulu
The researcher Ferbasari (2005) found out the Jigsaw technique was the
technique that could be used in learning process because of its interdependence to
get information from the text
And the last researcher Suramto (2002) found out reading comprehension
strategies those are used by second year student at SMUN 1 Argamakmur those
are Catu strategy Skimming strategy SQ3R strategy and the last selecting
strategy
Based on the researcher result that had been done by some researchers
above so it can be concluded that there are some strategies that can be applied in
teaching reading especially reading comprehension such as SQ3R Jigsaw
technique and the technique that will be used by the researcher is schema theory
technique Through this technique the researcher hopes that the result will be
positive It means that it can increase the students reading comprehension ability
in comprehending English test
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
24
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
25
CHAPTER III
RESEARCH METHOD
This chapter discusses about (1) Research Design (2) Population and
sample (3) Research Instrument (4) Procedure (5) Data Collection and (6)
Analysis technique
11 Research Design
The design of this research was Quasi-experimental Quasi-experimental
designs are similar to randomized experimental designs in that they involve
manipulation of an independent variable but differ in that subjects are not
randomly assigned to treatment groups (Ary2010316) Experiment has two
criteriarsquos (1) there were at least two groups include in the study a control group
and experiment group and (2) the subjects were randomly assigned to one of
those groups
In this research the students were divided into two groups they were
experimental group and control group Each group had been treated by using
different treatments In the experimental group the researcher taught by using
schema theory technique while in the control group researcher taught without
schema theory technique Before giving treatment the researcher gave pre-test
ldquoreading testrdquo to the two groups The purpose of pre-test was to know do the two
groups have the same ability or not After giving treatment to the two groups the
researcher gave the post-test ldquoreading testrdquo to the two groups It gave in order to
whether the using schema theory technique in experimental group was success or
24
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
26
not in increasing the studentsrsquo ability in reading and in control group without
applying schema theory
Table 1 Table of Groups
Groups Pre-test Treatment Post-testExperimental group Y1 X1 Y2Control group Y1 X0 Y2
Where
Y1 pre-test X1 using schema theory technique
Y2 post-test Xo without using schema theory technique
12 Population and Sample
121 Population
Population is the all members of any well defined class of people event or
objects (Ary 2010148) The population of this research was the fourth semester
students of English Study Program of Muhammadiyah University of Bengkulu
They were 141 students There were 5 classes they were IVA IVB IVC IVD
and IVE as the table below
Table 2 the Population Number
Classes A B C D E sum
Number of Student 30 33 32 25 21 141
Source Taken From the English Study Program of Muhammadiyah university of Bengkulu 20112012
122 Sample
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
27
Ary (2010148) states sample is the small group that is observed The
samples of this research were the students of class IV D consists of 25 students
and IV E consist of 21 students the reason why did the researcher take these
classes because after the researcher did the pre-test class IV D and class IV E
have same average score
13 Instrument of the Research
The instrument used in the research was a reading test According to
Sharon (2012) reading test is the process of observing and measuring learning
Teacher evaluate a studentrsquos level of achievement and skill for the purpose of
supporting and improving students learning and the researcher chose a reading
test in order to know the students reading comprehension ability before and after
given treatments There were 20 items that had been given far this test where it
was taken from 4 English texts (In Good Company by Ane Marie Dryton and
Charles Skidmore) test consisted of 20 items
14 Data Collecting Technique
The researcher did the following steps in order to get the date
a Administrating Pre-test
The researcher gave pre-test to the students in order to know the
studentsrsquo preliminary reading ability of two classes before conducting
treatment
b Treatment
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
28
The treatment had been done four times The researcher applied schema
theory technique in reading test for the experiment class and without
using schema theory technique for control class
c Administrating Pos-test
The post test had been given after conducting the treatment four
meetings Post- test had been given at the end of treatments in order to
know the increasing of their studentsrsquo reading ability at two classes
15 Research Procedure
In this research to get the data the researcher used two groups
experimental and control class In teaching and learning process
researcher taught by using different techniques but with same amount of
time and the same materials
151 Treatment for Experimental Class
1 Treatment 1
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gave greeting
b The researcher asked the students understanding about schema
theory
c The researcher explained about the schema theory to the
students
d The researcher gave questions to build the students background
knowledge
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
29
e The researcher gave English texts
Topic ANN LANDERS
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
2 Treatment II
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher took the picture in front of the class to build the
students background knowledge
c The researcher gave English texts
Topic THE PROMISE
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
30
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
3 Treatment III
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
b The researcher gave video in front of class to build the students
background knowledge
c The researcher gave English texts
Topic THE CHINESE HOROSCOPE
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
4 Treatment IV
In this treatment the researcher taught the students by using schema
theory technique with the following steps
a The researcher entered to the classroom and gives greeting
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
31
b The researcher did the realia in front of class to build the
students background knowledge
c The researcher gave English texts
Topic MR FOXrsquoS BIRTHDAY
1 The researcher asked the students to read the text
2 The researcher gave 10 questions related to the topic which was
being discussed and the time was given only 20 minutes to
answer the questions
3 After the students finished in answering the questions so the
researcher asked them to discuss their answer together in the
class in order to found out the correct answers
352 Control Class
In the control class the researcher gave the same topics with
experiment class but without using schema theory It means that the
researcher applied the common technique which was applied by reading
lecturer when teaching reading in the class room
In this treatment the researcher had been done four times and
taught the students without using schema theory technique with the
following steps
a The researcher entered to the classroom
b The researcher gave greeting
c The researcher gave English texts
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
32
Topic
1 The researcher asked the students to read the text
2 The researcher gave10 questions related to the topic which was
being discussed and the time was given only 20 minutes to answer
the questions
3 After the students finish in answering the questions so the
researcher asked them to discuss their answer together in the class
in order to found out the correct answers
353 Pos-Test
After the researcher gave the treatment to the experiment class the
researcher gave the post-test to experiment and control class The
purpose of post-test was to know the effect of schema theory technique in
their reading ability In order to get data the researcher did the following
steps
1 The researcher gave a post-test in experiment and control classes The
topic of pest-test was the same in the pre-test There were 20 items
had been given to the students in this test and the topics were used
Ann Landers The Promise The Chinese Calendar Mr Foxrsquos
Birthday And the time given for the students to do test is only 60
minutes
2 Then the researcher gave greeting to the students and explained about
reading test
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
33
3 The researcher collected the data by using reading test to know the
students ability in reading IV subjects at Muhamadiyah university of
Bengkulu
4 The researcher controlled while the students during the reading test
5 The researcher used handy cam to take the picture and recorded the
activities to make the data more reliable
6 After the students finished doing the test so the researcher and
collected and corrected it
36 Data Analysis Technique
1 After the researcher gave reading test in experiment and control classes
the researcher classified the studentsrsquo ability in reading based on the
score collected and corrected it
2 The researcher gave the score for reading test by using key answer
Then the researcher analyzed the result of reading test to know
student ability in reading subject for experimental through schema
theory technique and control class without schema theory
3 The data of this researcher was total number of score wrote by students
in reading test based on schema theory which gave as treatment for the
experimental class and the students score in control class and after get
the score the researcher compares the two both groups
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
34
The data was analyzing by using T-test formula
Tc =
X 1minusX 2
radicsum x12minus
(sum x1 )2
n1
+sum x22minus
(sum x2 )2
n2( 1n2
+1n2
)n1+n2
minus2
Ary (2010 172)
Note Tc = t-count
X1 = mean score for experimental class
X2 = mean score for control class
sumX1 = sum of studentsrsquo score in experimental class
sumX2 = sum of studentsrsquo score in control class
n1 = The number of the students in the experimental class
n2 = The number of the students in the control class
37 The Criteria of Scoring
To find out the description of studentsrsquo reading comprehension the
score of test had been analyzed by using formula
Level of mastery = The Number of the iquest Answer iquestThe Number of the Items
x 100
In determining the studentsrsquo reading comprehension the percentage an
interval criterion of ability was used The criteria as below
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
35
Table 3 The Percentage Interval Criteria of Ability (Rachmadie 198614)
Interval Qualification
90-10080-8970-79lt70
Very goodGood
SufficientInsufficient
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
36
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents brief discussion of the pre-test result treatment the
post test result analysis of pre-test and post-test and discussion
41 Result
The population of this research was the fourth semester students of
English Study Program of Muhammadiyah University of Bengkulu in Academic
Year 20112012 The sample in this research was divided into two classes They
were 4D class as the experimental class (treatment with schema theory) and class
4E as the control class (without schema theory) The total number of the sample
was 46 students The treatment was conducted from the 24 th of May 2012- 6th of
June 2012 on fourth semester studentsrsquo of English Study Program of
Muhammadiyah University of Bengkulu
411 Description of the Pre-Test Result
The pre-test was conducted on the 24th of May 2012The pre-test was
given before the treatment period to see the starting point of the experimental
class 4D and the control class 4E and also it employed to know the studentsrsquo
ability before giving the treatment The instrument used in getting the data of pre-
test was the item of essay reading comprehension which consisted of 20 items
In the experimental class the researcher used the schema theory as a
treatment while in the control class the researcher taught without using schema
35
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
37
theory In the pre-test the researcher asked to students to answer the questions
based on the topic given The topics are Ann Landers My Promise Chinese
Horoscope and Mr Fox Birthday The purpose of pre-test is to know the
studentsrsquo problems in reading comprehension such as how to connect their idea
with past experience (background knowledge) and also thing
The average scores of the pre-test of both groups were different It can be
seen that in experimental class the result shows that the total score was 903 and
the mean score was 3612 Furthermore in the experimental class the highest
score who gained by students was ge 50 for 1 student and lowest score was le 40
for 18 students (In Appendix I) While in the control class the result shows that
the total score was 1114 and then mean score was 5304 Furthermore in the
control class the highest score who gained by students was ge50 for 14 students
and the lowest score was le 40 for 1 student (In Appendix II)
The result of pre-test score of two classes showed that score of the
experimental class was 903 and the control class was 1114 the mean score of the
experimental class was 3612 and the control class was 5304 While standard
deviations of two classes were 230 and t calculation (t-count) of two classes were
0 25 The t count was consulted with the value of t-table in significant 005 (5)
level and degree of freedom (df) was (25+21-2=44) The value of t-table 44 df
005 (5) level in two tailed was 20154 Thus the t-count lt t- table (-735
lt 20154) So the conclusion that H0 is accepted and H1 is rejected In others
words there was no significant difference in pre-test between experimental class
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
38
and control class It means that the studentsrsquo ability was the same grade they could
be accepted as sample in this research
412 Treatment
After giving the pre-test for the two classes the researcher gave the
treatment for the experimental class In teaching and learning process the
researcher used schema theory in the experimental class while in the control class
did not give any treatment but only came and shared texts that had some questions
as the data It meant that in the control class the researcher taught by using
lecturer method by giving text then explained the instructions for them to do such
as asking them to read the text for 15 minutes asking them to answer related
questions on the text asking them to submit their answer sheets and asking them
to discuss the right answers of the questions that they had done before
4121 Experimental Class (by using schema theory)
Treatment I
The first treatment was conducted on 25th of May 2012 In this treatment
the researcher taught the students by using schema theory technique with the
following steps first the researcher entered to the classroom and gave greeting
Second the researcher asked the students understanding about schema theory
Third the researcher explained about the schema theory to the students and the
researcher gave questions to build the students background knowledge then the
researcher gave English texts with the topic ANN LANDERS Fourth the
researcher asked the students to read the text and the researcher gave 10 questions
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
39
related to the topic which was being discussed and the time was given only 20
minutes to answer the questions After the students finished in answering the
questions they were asked to submit it Next the researcher asked them to discuss
their answers together in the class in order to make them know the correct
answers Based on the studentsrsquo results so the researcher concluded that the
students did not really understand about the schema theory yet (see appendix III)
because some of them still answered by the wrong answers
Treatment II
The second treatment was conducted on 26th of May 2012 at C15 building
The steps that had been done by researcher during this treatment were entered
and gave greeting In building the background knowledge of the students that
related the students were given a picture Next the researcher gave English text
with the topic ldquoTHE PROMISErdquo shared the text which consisted of 10 essays to
the students after they had finished reading it by giving 20 minutes to answer the
essays and the researcher asked them to submit their test after they had finished
doing it The test results that had been submitted by students were corrected at
home The result showed that 50 students had understood about the reading text
and they looked so relax and enjoy during teaching and learning process (see in
Appendix IV)
Treatment III
On 28th of May 2012 the researcher conducted the third treatment at B6
building At first step the researcher entered and gave greeting for the students to
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
40
make them closed to the researcher Asking students understanding about the
schema theory became the second step in this treatment The third step was the
researcher gave video to build the background knowledge students that related to
the test English texts with the topicrdquoCHINESE HOROSCHOPErdquo was given
then asking them to read the text for 5 minutes The fourth was sharing the text
which consisted of 10 essays to the students by giving 20 minutes to do the
questions Finally the researcher asked them to submit their paper after they had
finished in answering the questions As usual both researcher and students discuss
the correct answers in order to make the students understood the correct answers
of the questions that they had done As the result by using schema theory in this
treatment the researcher found that 70 students had understood about the
reading text and this matter can be seen from the studentsrsquo answer sheets (see
Appendix V)
Treatment IV
The fourth or last treatment was conducted on 29th of May 2012 Entering
and giving greeting became the starting step in doing this treatment Then the
researcher gave the realia in building studentsrsquo background knowledge Next was
the researcher gave English text with the topic wasrdquoMr FOXrsquoS BIRTHDAYrdquo to
read for 10 minutes 10 essays were given after the students finished reading the
text where in doing this activity the students were only given 20 minutes to do the
questions At last the researcher asked them to submit their paper And the
answers had been corrected at home As the result by using schema theory in the
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
41
treatment the researcher found that 70 students had understood about the
reading text it can be seen from the studentsrsquo answer sheets (see appendix VI)
4122 Control Class (without using schema theory)
The researcher gave essays to the control class on 1st 2nd 4th and 5th of
June 2012 where the steps were first the researcher entered to the classroom and
the researcher gave greeting Then the researcher gave English texts with the
same topic as in experimental class After that the researcher asked the students
to read the text and the researcher gave 10 questions related to the topic which
was discussed and the time given was only 20 minutes to answer the questions
After the students finished answering the questions so the researcher asked them
to discuss their answer together in the class in order to make them knew the
correct answers And then the researcher asked them to submit their test After
their tests were submitted the researcher corrected their tests As the result
without using schema theory in the control class the researcher found that the
mean score of the studentsrsquo score was 5809 without using schema theory was a
little same to their score in pre-test this was on the first day (1st June 2012)
whereas in the second day (2nd June 2012) the mean score was 6547 third
meeting (4th June 2012) showed that the studentsrsquo mean score was 7714 and the
last day 5th of June 2012 showed the mean score was 5785 (See Appendix VII)
In the last day the mean score of control class underwent decreasing that was
because of some students did not answer the questions seriously
413 Description of the Post-Test Result
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
42
The post- test was conducted on 6th of June 2012 After the researcher had
done the treatment to the experimental class by using schema theory the post-test
was given at the end of the treatment period to the experimental class and the
control class In the experiment class the researcher still explained about schema
theory to make the students focused what to do The topic of post-test was the
same in the pre-test There were 20 items had been given to the students in this
test and the topics were used Ann Landers The Promise The Chinese
Horoscope Mr Foxrsquos Birthday And the time given for the students to do test was
only 60 minutes Where the steps were the researcher gave greeting to the
students and explained about reading text And then the researcher collected the
data by using reading test to know the students ability in reading IV subjects at
Muhamadiyah university of Bengkulu The researcher controlled while the
students during the reading test The researcher used handy cam to take the picture
and recorded the activities to make the data more reliable After the students
finished doing the test so the researcher and collected and corrected it at home
Whereas in the control class the researcher only came to the classroom gave
greeting and gave the test directly
The result of post-test in experimental class was different with the pre-test
score it can be seen that the total score in pre-test result was 903 whereas in post-
test was 2063 and the mean score in pre-test result 3612 and post test was 8252
As compared the total score of the pre-test and post-test increased 1160 and the
mean score of pre-test and post test increased 46 4 Furthermore in pre-test result
there was 1 student who gained the score gt50 it means that the students in pre-
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
43
test who gained the high score were 5 and the lowest scores 95 while in the
post-test result there were 25 students who gained the score gt50 it means that the
students in post-test who gained the high score were 100 Comparing the high
score of the pre-test to the post-test increase 100 it can be concluded that there
was a significant difference between the result of pre-test and post-test scores it
means that the treatment gave the effect to the experimental class (In Appendix
VIII)
The post-test of the control class shows that the total score was 1352
while in the pre test was 1114 and the mean score of the post-test increase 11 34
Further in the pre-test there were 14 students who gained the score ge50 It meant
that the students in pre-test who got the high score was 666 while 334
students get low score The table shows that in post-test result there were 13
students gained the score ge 65 It means that the students in post test who got the
high score was 6190 and the low score were 381 It can conclude that there
was no difference between the result of pre-test and post test score of the students
control class In other word both pre-test and post-test scores were the similarly
(In Appendix IX)
The average difference between the pre-test and post-test for the
experimental class
Post-test Pre-test Gain
Total score 2063 903 1160
Mean score 8252 3612 46 4
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
44
t-count 6 29 -735
The average scores between the pre-test and post-test were compared to as
certain that the treatment produced a greater change to the experimental class it
can be seen that the total score pre-test result was 903 while in post-test result
was 2063 and the mean score in pre-test result was 3612 while in the post-test
8252 As compared to the total score so the pre-test increase 1160 the mean
score increase 464 Besides that the result of t-calculation (t-count) in pre-test
was (-735) while in post-test result was 629 As compared the t-calculation of
the post-test (13 68) was consulted with the value of t-table in significant 005
(5 percentage level) and degree freedom (df) was (46-2=44) The value of t-table
44 df 005 (5) in two-tailed was 2021 So t-count gtt-table (629 gt 20154) it
means there was significant difference between pre-test and post-test result
Consequently the alternative hypothesis (H1) was accepted and null hypothesis
(H0) was rejected In conclusion the hypothesis ldquoThere is an effect of schema
theory on students reading comprehensionrdquo was statistically acceptable or the
research hypothesis was accepted (The Calculation in Appendix X)
42 Discussion
On the basis of the result in this research it was found that the teaching
English by using schema theory helped the students to build background
knowledge in reading comprehension Schema theory is vital to develop
comprehension in reading (Hatten et all 2010) and according to Anderson et al
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
45
(1997369) in (Carrell and Eisterhold 1983) ldquoevery act of comprehension
involves onersquos knowledge of the world as wellrdquo
Before the researcher implementing schema theory as a technique in order
to increase the studentsrsquo reading comprehension the researcher gave the two
groupsrsquo pre-test to see the score of both groups From the pre-test score it was
known that there was significant difference between the two groups In
experimental class the result showed that the total score was 903 and the mean
score was 3612 and highest score who gained by students were ge 50 for
1 students and lowest score was le 40 for 18 students While in the control class
the result showed that the total score was 1114 and then mean score was 5304
and the highest score who gained by students was ge50 for 14 students and the
lowest score was le 40 for 1 student It means that the studentsrsquo reading
comprehension was still limited and very poor
In experimental class at first treatment was conducted on 25th of May
2012 In this treatment the researcher taught the students by using schema theory
technique by giving questions to build the studentsrsquo background knowledge In
teaching process the students looked unhappy and some other students looked
confused because it was the first meeting and also they need to adapt themselves
with the teaching and learning process by using schema theory technique
Ministry of Educational (2009) stated that adaptations are teaching and
assessment strategies especially designed to accommodate a studentrsquos needs so he
or she can achieve the learning outcomes of the subject or course and to
demonstrate mastery of concepts Essentially adaptations are ldquobest practicerdquo in
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
46
teaching A student working on learning outcomes of any grade or course level
may be supported through use of adaptations and Joyce et al (1972) says that the
students will be easy to remember something if they pay attention on it
The second treatment was conducted on 26th of May 2012 The researcher
gave the picture to build the background knowledge students that related to the
test In teaching process the studentsrsquo looked happy but some other students still
looked confused It can be seen by the studentsrsquo positive respond unfortunately
the scores of their task were still low It might be caused by less motivation
attention and also student problem solving in familiar and unfamiliar of text (Din
2008) motivation is the heart of teaching and learning process
The third treatment was conducted on 28th of May 2012 The researcher
gave the video to build the background knowledge students that related to the test
The studentsrsquo result of the task was good The studentsrsquo did not have problems
with reading comprehension and enjoyable with the video It might be caused by
the students were familiar with the text and know how to answer the question
based on the texts and also they can relationship between a text and the
interpreterrsquos background knowledge According Snell (2006) meanings are
constructed in the interaction between a text and the interpreterrsquos background
knowledge
The fourth treatment was conducted on 29th May 2012 The researcher
gave the realia to build the students background knowledge that related to the test
In this treatment the studentrsquos result of the task was very good The studentsrsquo did
not have problems with reading comprehension after their background knowledge
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
47
stimulated It was because the students were familiar with the text and know how
to answer the question based on the texts So the students shared their knowledge
or their idea and made the teaching process was active Actively engaging
students motivates deeper thinking about course content brings additional energy
to a classroom and helps an instructor pin point problem areas
(httpwwwcrltumichedutstrategiestsalphp)
Meanwhile in the control class the researcher gave the same topics with
experimental class without using schema theory It meant that the researcher
applied the common technique which was applied by the lecturer when teaching
reading in the classroom The researcher came to this class also for 4 times and
from the result of 1st 2nd 3rd and 4th treatments Where for the first treatment the
researcher came to the classroom gave greeting gave the text to read for 15
minutes and asked the students to answer the questions All steps that the
researcher did in the treatment of control class were the same The result of first
treatment in this class was 5809 the second treatment was 6547 the third
treatment was 7714 and the last was 5785 In control class the students had less
motivation in learning of reading It might be caused by the students answered the
questions individually without sharing their background knowledge to other
students and also some of them did not do the test seriously so that in the last
meeting the result was decreased Pow (2006) Said that a systematic presentation
of teaching experience in the form of a model can facilitate the sharing of teaching
experience with others by supporting reflection on key elements within their
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
48
practice and applying a formal model to teaching experience sharing and to
develop this model in a participative way is innovative
After doing four times treatments in the experimental class and taught four
times in the control class so the researcher did post test The post- test was
conducted on 6th of June 2012There were significant differences of scores
between experimental class and control class where in experimental class score in
post-test was 2063 and the mean score post test was 8252 The post-test result
there were 25 students who gained the score ge50 it meant that the students in
post-test who gained the high score were 100 and the low scores were 0 It
showed that schema theory was interesting technique to build their background
knowledge and also made them enjoyable in learning the reading comprehension
and they also felt more confident to answer the questions While the post-test of
the control class showed that the total score was 1352 the mean score of the post-
test increase 1135 In post-test result there were 13 students gained the score ge
65 It means that the students in post test who got the high score was 666 and
the low score was 334 It can be concluded that there was no difference
between the result of pre-test and post test score of the students control class In
other word both pre test and post-test scores were the similarly
Based on the discussion above schema theory is one of techniques to
build students background knowledge As stated by Rumelhart (1980) schemata
can represent knowledge at all levels-from ideologies and cultural truths to
knowledge about the meaning of a particular word to knowledge about what
patterns of excitations are associated with what letters of the alphabet We have
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
49
schemata to represent all levels of our experience at all levels of abstraction
Finally our schemata are our knowledge All of our generic knowledge is
embedded in schemata (p 41) It showed by the scores of students who taught
through schema theory was better than the students who were taught without it
The researcher found the mean score in the experimental group was 8252 while
the mean score in the control group was 6438 The score indicates that the
difference between the means was significant at 5 level and 44 df (t count = and
629 t-table = 20154 t count iquestt table)
At the end of this research the researcher can conclude that the alternative
hypothesis was accepted and the null hypothesis was rejected In conclusion the
schema theory has a positive effect to increase studentsrsquo reading comprehension
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents brief the conclusion and suggestions based on the
finding of the research
51 Conclusion
The result of this research reveals that the schema theory treatments
worked well and gave positive effect on reading comprehension of the fourth
semester studentsrsquo of English Study Program of Muhammadiyah University of
Bengkulu It was because schema theory did not only build the reading
comprehension and background knowledge of the students but also can increase
their interest and help students build the prerequisite knowledge or remind them
of what they already know before introducing new material From the result of
research the researcher found the mean score in the experimental group was 82
52 while the mean score in the control group was 64 38 The score indicates that
the difference between the means was significant at 5 level and 44 df (t count =
and 629 t-table = 20154 t count iquestt table) It meant that there was significance
difference between the experimental class and control class It showed that the
Alternative Hypothesis (H1) was accepted and Null Hypothesis (Ho) was rejected
Therefore it could be concluded there is a positive effect of schema theory on
fourth semester students of English Study Program of Muhammadiyah University
of Bengkulu in Academic Year 20112012
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
51
52 Suggestions
After doing the research the researcher would like to give the following
suggestion for
1 Lecturers
It is suggested for who teach reading subject to use schema theory as
one of alternative techniques in teaching reading because schema
theory can increase the studentsrsquo motivation and ability in learning
2 The students
Schema theory can be used to motivate the students in reading skill
especially in improving their reading comprehension skill
3 Further researchers
Further researchers are hoped to do research with the other reading
strategies such as pre-questioning SQ3R method This research can
also be one of references for other researchers
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
52
RFERENCES
Anderson et al 1977 ldquoA Schema Theory View of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Anderson and Pearson 1987 ldquoA Schema Theory view of Basic Process in Reading Comprehensionrdquo TESOL Quarterly vol 21 no 3
Ansori 2001 Investigated About Increasing Students Reading Comprehension Through SQ3R at Second Semester of English Study Program University Bengkulu Bengkulu Unpublished Thesis of UNIB
Ary Donald 2010 Introducing to Research in Education Eighth Edition United States Wads worth Thomson Learning
Carrel and Eisterhold 1987 Schema Theory and ESL Reading Pedagogy TESOL Quarterly vol 21 no 3
Carrel Patricia L et all 1983 Interactive Approaches to Second Language Reading New York Cambridge
Chaistain Kenneth 1988 Developing Second Language Skills theory and practice Michigan Harcourt Brace Jovanovich
Din Muhammad Nasser Ud 2008 A Study of Motivation Techniques Used by Heads of institutions of Higher Education and Their Impact on the Performance of Teachers Available on httpeprintshecgovpk248612379htm
Doughlas Brown H 2001 Teaching by Principle an Interactive Approach to Language Pedagogy Person Education Company
Ferbasari 2005 The Effect of the Technique on Students Reading Comprehension Bengkulu Unpublished Thesis of FKIP UMB
Heaton JB 1997 Writing English Language Test London Longman
Larsen D et al 1991 An Introduction to Second Language Acquisition Research Malaysia Longman
Ministry of Education 2009 A Guide to Adaptations and Modification Available on httpwwwministry ndashof- education-gdgovPDFSED273951pdf
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
53
Newneu 2011 Purpose of reading comprehension Available on httpwwwshvoongcomwritinga-and-speakingcopywriting2099899-purpose-comprehension-reading)
Nopriyanti 2010 The effect of Jigsaw toward Studentsrsquo Reading Comprehension at Second Semester of English study program Bengkulu Unpublished Thesis of FKIP UMB
Nunan David 1992 Research Methods in Language Learning Sidney PHOENIX ELT
Nuttal Christine 1996 Teaching Reading Skill in Foreign Language London Heinemann
Peglar 2003 Models of Reading Retrieved on 17 12 at httpwwwehowcommodels-of-the-reading-process)
Pow Jacky2006 ICT Teaching Experience Sharing in Higher Education Available on httpwwwdeanprojecteuturkishpdfs23004pdf
Pratami Arleka 2011 The Effect of Reciprocal Questioning Strategy toward Students Skill in Reading Comprehension at Second Semester of ENGLISH Study Program of UMB Bengkulu Unpublished Thesis of FKIP UMB
Salmi Mahfood Al2012 Schemata (Background Knowledge) on Reading Comprehension for EFL Students Available
Sharon Penn 2012 Reading Assessment Definition Available on httpwwwehowcomabout_6389099_reqding_assessment_
definition htmlixzzl r5mgW6eR
Snell Julia 2006 Schema Theory and the Humor of Little Britain Retrieved on 10 06 on httpwwwehowcomcomabout 5789000 schema_theory_and the Humor_of _little_Britain Html=ixzzlm2hgW0er
Stott Nigel 2010 Schema Theory Applications Retrieved on 13 07 on httpitesljorgArticlesStott-Schemahtml
Suramto 2002 To Investigated Reading Strategies that are used by Second at SMUN 1 Argamakmur Bengkulu Unpublished Thesis of FKIP UMB
Ur Penny 1986 A course in Language Teaching from Theory to Practice New York Oxford University Press
54
Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
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Ur Penny 1996 A course in Language Teaching from Theory to Practice New York Oxford University Press
Vacca et al 1987 Reading and Thinking in English New York Oxford University Press
Widmayer Sharon Alayne 2012 Schema Theory on an Introduction Available on httpwww-publicint-evryfr~ schema_theory _on_ an_ introduction_pdfETS_Franzoni-Assarpdf
Yui-hui et al 2010 Application of Schema Theory in Teaching College English Reading Canadian Social Science vol 6 no 1 Available on httpwwwaplication_schema _theorycom
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