The Effect of Schema Theory on Reading Comprehension

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



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


2 The researcher gave10 questions related to the topic which was


the questions

30




3 Treatment III




b The researcher gave video in front of class to build the students

background knowledge


Topic THE CHINESE HOROSCOPE




the questions




4 Treatment IV




31

b The researcher did the realia in front of class to build the



Topic MR FOXrsquoS BIRTHDAY



being discussed and the time was given only 20 minutes to

answer the questions


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


32

Topic




the questions

3 After the students finish in answering the questions so the



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


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


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


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
























4













formulated








Year 20112012

5



students as follow












16 Hypothesis




not give schema

6



schema





experience




7




















comprehension



7

8






understanding

















9







4 Reading for ideas




content







the subject





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





3
























4













formulated








Year 20112012

5



students as follow












16 Hypothesis




not give schema

6



schema





experience




7




















comprehension



7

8






understanding

















9







4 Reading for ideas




content







the subject





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





4













formulated








Year 20112012

5



students as follow












16 Hypothesis




not give schema

6



schema





experience




7




















comprehension



7

8






understanding

















9







4 Reading for ideas




content







the subject





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





5



students as follow












16 Hypothesis




not give schema

6



schema





experience




7




















comprehension



7

8






understanding

















9







4 Reading for ideas




content







the subject





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





6



schema





experience




7




















comprehension



7

8






understanding

















9







4 Reading for ideas




content







the subject





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





7




















comprehension



7

8






understanding

















9







4 Reading for ideas




content







the subject





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





8






understanding

















9







4 Reading for ideas




content







the subject





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





9







4 Reading for ideas




content







the subject





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





10







23 Level of Reading



1 Pre-reader








2 Beginner






11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





11




3 Intermediate










category

4 Advanced







12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





12

5 Professional












(Douglas 2001)









13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





13










patterns as these





gem etc)








14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





14




4 Skimming










5 Scanning








form etc

15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





15







7 Guessing


advantages to










speech it is




16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





16














the windowrsquos










17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





17
















place







25 Schema Theory




18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





18


previous knowledge





experience
















19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





19























20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





20



251 Types of schema











reader may get

2 Formal Schemata









21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





21








3 Content Schemata
















22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





22





26 Previous Study






2 Ferbasari (2005)



3 Suramto (2002)



23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





23

261 Summary











strategy








24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





24

25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





25

CHAPTER III

RESEARCH METHOD



Analysis technique

11 Research Design







those groups










24

26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





26





Where




121 Population










122 Sample

27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





27




















treatment

b Treatment

28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





28














1 Treatment 1





theory


students


knowledge

29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





29


Topic ANN LANDERS




the questions




2 Treatment II







Topic THE PROMISE




the questions

30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





30




3 Treatment III











the questions




4 Treatment IV




31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





31












352 Control Class







following steps




32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





32

Topic




the questions




353 Pos-Test





steps






minutes


reading test

33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





33



Bengkulu


















34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





34


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











x 100



35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





35



90-10080-8970-79lt70

Very goodGood


36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





36

CHAPTER IV




41 Result

















35

37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





37























38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





38



412 Treatment











Treatment I









39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





39








Treatment II











Appendix IV)

Treatment III



40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





40













Appendix V)

Treatment IV









41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





41























42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





42
























43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





43







VIII)










(In Appendix IX)


experimental class



Mean score 8252 3612 46 4

44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





44

t-count 6 29 -735
















42 Discussion





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





45
























46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





46



















knowledge





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





47























48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





48
























49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





49












50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





50

CHAPTER V




51 Conclusion

















51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





51

52 Suggestions


suggestion for

1 Lecturers




2 The students







52

RFERENCES














53















54





52

RFERENCES














53















54





53















54





54



