ASSALAMUALAIKUM WR. WB

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USING SCHEMA THEORY AS TECNIQUE OF ENGLISH TEACHING TO IMPROVE THE STUDENTS READING

COMPREHENSION

DEDI SULISTIO082 1110 012

  

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION DEPARTMENT OF LANGUAGE AND ARTS

FACULTY TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF BENGKULU

2012

. CHAPTER IINTRODUCTION1.1 Background

Reading is a complicated, actively thinking mental activity, a thinking process to experience, predict, verify and acknowledge information according to readers’ previous information, knowledge and experience, and also an interactive language communication between readers and the writer through text (Yu-hui, et al:2010)

Smith （ 1985 ） 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.

Reading comprehension is commonly known as an interactive mental process between a reader’s linguistic knowledge, knowledge of the world, and knowledge about a given topic. For instance, Chastain (1988) defines reading as a receptive decoding language process. In the mean time, Nuttall (1996) believes that the view of reading is fundamentally related to meaning, particularly with the transfer of meaning from mind to mind i.e., 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. Based on the explanation above, the researcher is interested to investigate the effect of schema theory on student reading comprehension at 4th semester in Muhammadiyah University of Bengkulu in Academic Year 2011/2012.

1.2 The Problem of the Research

Based on the background and explanation above the problem is formulated:

“Is there a significance effect of schema theory on fourth semester students of English study program of Muhammadiyah University of Bengkulu in Academic Year 2011/2012?”

1.3 The objective of the Research

Based on the problem of the research, the objective of the research is to know the effect of schema theory on fourth semester students of English study program of Muhammadiyah University of Bengkulu in Academic Year 2011/2012.

.1.4 Significant of the Research

The results of this research are expected to be useful for lecturer and students as follow:

For reading lecturer; the results of this research may become teaching technique increasing students’ reading motivation and can make students interested in reading comprehension.

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.

.1.5 Limitation of the Research

This research is carrying out at the fourth semester students of English study program of Muhammadiyah University of Bengkulu in Academic Year 2011/2012. The writer focuses on the scope of the effect of schema theory on students reading comprehension.

1.6 Hypothesis

The formulas of hypothesis are: 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

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

.1.7 Definition of Key Term

Improve is to rise to a more desirable or more excellent quality or condition; make better.

Technique is the systematic procedure by which a complex or scientific task is accomplished.

Schema theory is an active organization of past reaction, on past experience. Reading comprehension is commonly known as an interactive mental process

between a reader’s linguistic knowledge, knowledge of the world, and knowledge about a given topic.

CHAPTER IIIRESEARCH METHOD

3.1 Research Design

The design of this research will be 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 (Ary:2010)

3.2 Population and Sample

3.2.1 Population

The population of this research is the fourth semester students of English Study Program of Muhammadiyah University of Bengkulu. They are 147 students. There are 5 classes; they are IVA, IVB. IVC, IVD, and IVE as the table below:

Classes A B C D E TOTAL

Numbers 30

33 32 26 24 145

.3.2.2 Sample

sample will be taken after the researcher doing pre-test to all classes A, B C, D, and E and the same average score from the result of test among of them will be chosen as sample.

3.3 Instrument of the Research The instrument used in the research is a reading test Handy cam Camera digital

3.4 Data Collecting Technique

The researcher will do the following steps in order to get the date:

a. Administrating Pre-test

The researcher will give pre-test to the students in order to know the students preliminary reading ability of two classes before conducting treatment.

b. Treatment

The treatment will be done four times.

c. Administrating Pos-test

The post test will be given after conducting the treatment four meetings.

.3.5 Research Procedure

In this research, to get the data the researcher uses two groups: experimental and control class.

3.5.1 Treatment for Experimental Class

1. Treatment I

2. Treatment II

3. Treatment III

4. Treatment IV

3.5.2 Control Class

In the control class the researcher will give the same topics with experiment class but without using schema theory

3.5.3 Pos-Test

After the researcher give the treatment to the experiment class, the researcher will give the post-test to experiment and control class.

.3.6 Technique of Analyzing Data

After the researcher gives reading test in experiment and control classes: the researcher will classify the students’ ability in reading based on the score will collect and correct it.

The researcher and co-researcher will give the score for reading test by using key answer The data of this researcher is total number of score will write by students in reading test based on schema theory which

give 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 :

The data are analyzing by using T-test formula:

Tc =

Ary (2010: 172) Note:

Tc = t-count

X1 = mean score for experimental class

X2 = mean score for control class

∑X1 = sum of students’ score in experimental class

∑X2 = sum of students’ score in control class

n1 = The number of the students in the experimental class

n2 = The number of the students in the control class

WAALAIKUM SALAM WR.WB

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