Activatig Studets Schemata I Teachig Readig Comprehesio Fitri Susmiati, Bambag Setiyadi, Ujag Suparma Magister Pedidika Bahasa Iggris FKIP Uiversitas Lampug e-mail : fitrisusmiati@gmail.com;telp: 8228527149 Abstract: This research ivestigated the sigificat differece betwee Schema Activatio Strategy ad Graphic Orgaizers i studets readig comprehesio achievemet ad to fid out what readig aspect improves the studets readig comprehesio better betwee implemetig schema activatio strategy ad graphic orgaizers.the sample are two classes of the secod grade at SMPN 21 Badar Lampug. There are two classes ad 34 studets each class.this reseacrh is quatitative by usig oe group pretest ad posttest desig. The istrumet is 3 multiple choice readig test. The data is aalyzed by usig t-test. The result of sig. (2- tailed) was. for the experimetal class oe ad experimetal class two the sig. (two-tailed) was.11. It shows that there was a sigificat differece of schema activatio strategy o studets readig comprehesio but there was o sigificat differece of graphic orgaizers o studets readig comprehesio. The gai scores of readig aspects, it is foud that both of experimetal classes geerally improved for five aspects of readig but i experimetal class two, it is ted to icrease slightly. Fially, schema activatio strategy improves studets readig comprehesio better tha graphic orgaizers does. Abstract: Peelitia ii meeliti perbedaa yag sigifika atara schema activatio strategy da graphic orgaizers dalam pecapaia pemahama membaca siswa da mecari tahu aspek membaca yag palig berpegaruh terhadap pemahama siswa yag diajar dega megguaka schema activatio strategy da graphic orgaizers. Subjek peelitia adalah dua kelas siswa kelas 8 di SMPN 21 Badar Lampug. Ada dua kelas peelitia da masig masig 34 siswa. Peelitia ii adalah quatitatif dega meguaka pretest posttest group disai. Istrumet peelitia adalah 3 soal piliha gada readig test. Data di aalisis megguaka t- test. Hasilya sig. (two-tailed) adalah, utuk experimetal kelas pertama da experimetal kelas kedua sig. (two-tailed) adalah.11. Itu meujuka bahwa ada perbedaa yag sigifika utuk kelas yag diajar megguaka schema activatio strategy da tidak ada perbedaa yag sigifika pada kelas yag diajar megguaka grahic orgaizers. Berdasarka pecapaia hasil dari aspek membaca, ditemuka bahwa kedua kelas eksperime umumya meigkat dalam 5 aspek membaca tetapi pada kelas experime kedua cederug meigkat sedikit. Akhirya, schema activatio strategy meigkatka pemahama membaca siswa lebih baik dari pada graphic orgaizers. Kata Kuci: Graphic Orgaizers, Readig Comprehesio, Schema Activatio Strategy.
2 INTRODUCTION Readig is a iteractive process betwee the reader ad the text. It is a essetial skill at Juior High School. The aim of teachig readig i this level is to make the studets able to uderstad ad comprehed the readig text. For readig to be meaigful, it must be accompaied with comprehesio. Accordig to Al-Isa (2) readig is a multilevel ad iteractive process i which readers costruct a meaigful represetatio of text usig their schemata. It meas that schema has great impact o uderstadig readig comprehesio. Besides the readig comprehesio, the materials of teachig is also importat i teachig readig. Therefore, this research used arrative texts. Accordig to Willigham (24) stories are easy to comprehed ad easy to remember, ad that s true ot just because people pay close attetio to stories; there is somethig iheret i the story format that makes them easy to uderstad ad remember. Thus, this research uses familiar text to make the studets easy to comprehed the readig text. Nevertheles, the purpose of arrative text is to amuse ad etertai the reader, it could ot be reached if the studets s readig ability is poor. I fact, the studets still lack of readig comprehesio. The studets have problems i learig readig comprehesio. Geerally, some problems face by the studets who lear readig are; (1) studets have difficulty to idetify the mai idea of a paragraph; (2) studets have difficulty to comprehed the text as they lack of vocabulary; (3) studets are uable to fid specific iformatio i a paragraph; (4) the studets are uable to ifer the meaig of seteces. (5) Also, the studets are passive ad irresposive towards learig Eglish. I lie with this situatio, the Eglish teachers eed to apply a appropriate techique i teachig readig. I teachig ad learig i the class, there are a lot of strategies i teachig readig. Acordig to He, et al (214 ) as a umber of studies (show i the above discussio) have bee doe o the effectiveess of learer strategies i secod laguage acquisitio, may researchers advocate that teachers should provide studets with direct traiig o strategy use either i classroom teachig or outside the classroom. Furthermore, they explai that the way to teach readig comprehesio is by settig a top-dow task This task is actually the same as the warmig-up activities by choosig a topic related to the cotet of the text, ad the ask the studets to work i groups to express their opiios o that issue with their schemata. Schema refers to the kowledge which has already bee stored i someoe s memory. Accordig to Ajideh (23) a schema (plural schemata) is a hypothetical metal structure for represetig geeric cocepts stored i memory. Furthermore, AlSalmi (211) cocludes schema is the prior kowledge gaied through experieces stored i oe s mid. It is a abstract structure of kowledge. It meas that the more the studets
3 have schemata the more they are able to comprehed the readig text. Therefore, to activate studets schemata, the teachers. The way to activate studets schemata are schema activatio strategy ad graphic orgaizers. The first strategy to activate the studets schemata is Schema Activatio Strategy. Magsoudi (212) ivestigated the impact of schema activatio o readig comprehesio of cultural texts amog Iraia EFL learers. The result is schema activatio has a effect o readig comprehesio of culturally-loaded texts. Furthermore, Zhu ad Zhao (212) ivestigated Schema Theory ad College Eglish Readig Teachig. By activatig schema testifies the assumptio that its applicatio is beeficial to cultivate studets readig iterest, quicke their readig speed ad make proper judgemets. The secod strategy to improve studets readig comprehesio is graphic orgaizer. Graphic orgaizer helps the reader to visual the mai cocept of what they are readig. Accordig to Dye (2) Graphic Orgaizers has it roots i schema theory. Schema theory states that ew iformatio must be liked to preexistig kowledge.whe studets lear somethig ew, they must be able to retai the iformatio for later user. Furthermore, Öztürk (212) ivestigated the effects of graphic orgaizers o readig comprehesio achievemet of EFL learers. The result shows that the istructio of graphic orgaizers i EFL readig courses helps learers to comprehed the readig materials i Eglish. Regardig all of aforemetioed above, this research ivestigated the schemata i teachig readig comprehesio i order to improve studets readig comprehesio, amely Schema Activatio Strategy ad Graphic Orgaizer. Oe assumptio about schema activatio is that some words, or groups of words, or the title of a text, are highly suggestive ad they ca sigal a certai schema (Mohamad ad Gumma, 213). Graphic Orgaizer defiitio is studets prior kowledge ca be tapped with simple graphic orgaizers. Graphic orgaizers are diagrams that visually display iformatio. Depedig o their structure, they ca show relatioships amog data, such as hierarchies or subcategories, to use for may purposes as they assist studets i visually orgaized iformatio ad isolated importat details (Campbell ad Campbell, 29). Because of the importace of studets readig comprehesio, the researcher coducted the research i order to fid out whether there is ay sigificat differece betwee schema activatio strategy ad graphic orgaizer o studets readig comprehesio ad ivestigated what readig aspects improve the studets readig comprehesio better by implemetig schema activatio strategy ad graphic orgaizers. So, the researcher believes that schema activatio strategy ad graphic orgaizers are good to solve the studets problem o fidig mai idea, uderstadig vocabulary, idetify specific iformatio, fidig referece ad makig iferece.
4 METHODS The desig of this research is pretest posttest experimetal group desig. The populatio of this research were the secod grade studets of SMPN 21 Badar Lampug. The sample was take i radom, because there were o classificatio of the studets capability i the class, they are at same level. The sample of experimeal class oe was taught by usig schema activatio strategy ad the experimetal class two was taught by usig graphic orgaizers. The researcher used multiple choice readig test as the istrumet of collectig the data. The item test was valid, it showed from the sig. tailed <.5 ad reliable that result aalysis was obtaied.899. There were 3 items i form multiple choices with four optios (a, b, c ad d). The, the researcher gave pre test to the studets. Before coductig the post test, the researcher gave treatmet to the studets ad aalyzed the data. I aalyzig the data of this research, the writer used the statistical calculatio by usig SPSS. The writer used the statistical calculatio of t-test. t-test is used to fid out the sigificat differece of meas score betwee two variable whether or or there is a sigificat differece of studets readig comprehesio achievemet betwee studets taught through schema activatio strategy ad those taught through graphic orgaizers. RESULTS Based o the results of the research, it is foud that there is a sigificat differece of schema activatio strategy o studets readig comprehesio achievemet. The result ca be see o the Table 1 below: Table 1. Schema activatio strategy t-test P ai r 1 Poste st Kela s B - Prete st Kela s B Paired Differeces 95% Cofid ece Iterva l of the Differe ce M ea 5. St d. De via tio 17. 29 5 St d. Er ror M ea 2.9 33 L o w er - 1. 3 5 4 Up pe r 11. 3 5 4 D T f 1 3. 3 8 Si g. (2 - ta il ed ).1 1 Source: Data Aalysis I testig the hypothesis, repeated measure t-tests was used to determie the result of hypothesis. The studets scores is higher i posttest whe they were taught by schema activatio strategy durig readig comprehesio. The pretest is (M=28.33, SD=14.14). It meas that there is a sigificat differece. The sigificat result is determied by ( p =. ). The t-test revealed that the result is sigificat (p =.). The sigificace value (2- tailed) was P =. < α =.5. It meas that H 1 is accepted ad H is rejected. It ca be said that there is sigificat differece from pre test to post test. It ca be stated that there is a sigificat icrease of studets
5 readig comprehesio after beig treatmet by usig schema activatio strategy. The result of studets achievemet i readig comprehesio scores who were taught through graphic orgaizers ca be see i Table 2 below: Table 2. Graphic orgaizers t-test P ai r 1 Post est Kela s B - Prete st Kela s B Paired Differeces 95% Cofid ece Iterva l of the Differe ce M ea 5. St d. De via tio 17. 29 5 St d. Er ror M ea 2.9 33 L o w er - 1. 3 5 4 Up pe r 11. 3 5 4 Si g. (2 - ta il T D f e d) 1 3.1. 3 1 8 Source: Data Aalysis Based o the results of paired sample t-test i Table 2 above, it is show that the sigificace value (2 tailed) was.11, the sigificace is determied by p < α (.5). The t- test reveals that the result is ot sigificat (p =.11). The result shows that H is accepted ad H 1 is rejected. Therefore, there is o sigificat differece betwee studets score of pre test ad post test i the class which was taught through graphic orgaizers. The studets readig comprehesio scores icreased i both classes. It ca be said that there is sigificat differece i studet s readig comprehesio achievemet who taught through schema activatio strategy ad through graphic orgaizers. The highest score was obtaied i the experimetal class who were taught through schema activatio strategy. The compariso betwee pre test ad post test scores ca be see i the table below: It is show i Table 3 below: Table 3. The differece of both strategy t-test Idepedet Samples Test Lev ee' s Test for Equ alit y of Var S co re P os te st Equa l varia ces assu med Equa l varia ces ot assu med iac es S i g f. T df 9. 1.. 3 3 1 9 4 1 5.. 4 1 8 4 1 t-test for Equality of Meas S 95% i Cofid g ece. Iterval ( St of the 2 M d. Differe - ea Er ce t ror a Di Di il ffe ffe e re re Lo U d c c we pp ) e e r er.. 31.8 31.8 2 5 3. 14 3. 14 5 3 25.5 9 25.5 72 58 38.1 3 38.1 52 71
Based o Table 3 above, it ca be see that the meas score of experimetal class oe was 77.5 ad the experimetal class 2 was 45.19. The meas differet is 31.8, it meas that the experimetal class I gets higher score tha experimetal class two. The secod is the sigificace value of studets (2- tailed) is.. p =.. It meas that the sig < α (p <.5, p =.). The last is t ratio > t table. The t table is.5. So, t ratio is higher tha t table (1.14 > 1.7). Therefore, it ca be said that there is a sigificat differece scores for the studets who were taught through schema activatio strategy ad through graphic orgaizers. Regardig to the research questio what readig aspect improve the studets readig comprehesio better betwee implemetig schema activatio strategy ad graphic orgaizers. The experimetal class oe who was taught by usig schema activatio stratey, it is show from meas score from the highest to the lowest are makig iferece was 15.88, specific iformatio was 15.58, makig referece was 15.88, uderstadig vocabulary was 15.29 ad determiig mai idea was 14.7. Whereas the meas score of class two who was taught by usig graphic orgaizers are vocabulary was 9.8, determiig mai idea was 9., fidig referece was 9.3, idetifyig specific iformatio was 8.2 ad makig iferece was 7.84. The total meas score from experimetal class oe was 77.5. Whereas, the experimetal class two was 45.14. DISCUSSION Based o the results of the research, it is foud that there is a sigificat differece of schema activatio strategy o studets readig comprehesio achievemet tha graphic orgaizers do. Some factors may be affectig the studets readig comprehesio achievemet by usig schema activatio strategy are: The pre readig activity helped the studets to improve readig comprehesio. It was foud that the studets curious ad iterested to coect their previous kowledge to the topic by aswerig some questios. It is i lie with the theories that schemata could improve studets readig comprehesio achievemet by usig pre-readig activity. Alemi ad Ebadi (21:7) stated that the studets prior kowledge eed to be activated before readig, they should be give at least miimal backgroud iformatio, if the studets do ot have sufficiet prior kowledge to iterpret the text, they ca ot uderstad the text. The secod factor was the picture which is used i activatig studets schemata. The researcher foud that the studets focused o lookig at the picture ad figure out the predictio of some words about the topic of the text. This is i lie with Chu ad Chig (29), they foud that low-proficiecy EFL college studets improved their comprehesio of text (both simpler ad more difficult) with the additio of the pictures. The third factor was the usage of familiarity text. It was
7 foud that the studets were iterested to the topic because they were familiar to the topic. It is i lie with Al-Issa (2), he foud that cotet schemata affect comprehesio more tha formal schemata. For the reaso why graphic orgaizers ca t improve studets readig comprehesio maybe because some factors happeed o the treatmet. It is foud that the score of studets readig comprehesio improve sligtly. From the t-test aalysis foud that there is o sigificat differece of graphic orgaizers o studets readig comprehesio. The first was the graphic eeds modificatio, various model ad full colour i order to make them iterest to the graphic. The secod factor is the graphic should be simplify o spider map cosiderig the studets level still at Juior High School. A log period of time to implemet the graphic i order to make it as a habit. Regardig to the explaatio above, the ivestigatio tells us that to make the studets have a better uderstadig of the readig text, the schema activatio strategy is better tha graphic orgaizers to improve studets readig comprehesio. It is relevat to Yu (215) ad Al Salmi (211). Whereas, the graphic orgaizers eeds a log time period to apply i order to improve the studets readig comprehesio. It is relevat to Ozturk (212) ad Jiag ad Grabe (27). Based o the result of mais score of readig aspect i each experimetal class, schema activatio strategy has higher score tha graphic orgaizers do. Makig iferece is the highest meas score o schema activatio strategy whereas uderstadig vocabulary is the highest score o graphic orgaizers. The studets have difficulty o usig graphic orgaizers. The researcher assumes that the studets eed more practices to reactivate their schemata, by usig iterestig ad appropriate graphic for studets of juior high school, for example: the desig of graphic should be modify i shape ad color. So, the studets are eager to lear readig comprehesio by usig graphic orgaizers. So, it ca be cocluded that schema activatio strategy improves the studets readig comprehesio better tha graphic orgaizers do. CONCLUSIONS Cocerig to the sigificat differece of schema activatio strategy o studets readig comprehesio. It was foud that there is a sigificat differece of schema activatio strategy o studets readig compehesio ad it is also foud that there is o sigificat differece of graphic orgaizers o studets readig comprehesio after beig treatmet. Schema activatio strategy improved the studets readig comprehesio better tha graphic orgaizers do. Based o the gai of each readig aspect i schema activato strategy class, fidig specific iformatio is the most improve o the studets readig comprehesio, it is assumed that there were some factors happe i the treatmet. It might be because the pre readig activity, picture ad familiarity text are able to reactive the studets schemata. Whereas, o
8 graphic orgaizers class, uderstadig vocabulary is the most improve o studets readig comprehesio, evethough it just improve slightly. SUGGESTIONS Based o the evidece of the fidigs of the research that schema activatio strategy ca be used to improve studets readig comprehesio achievemet. It is suggested for the eglish teachers should apply schema activatio strategy o teachig readig comprehesio by implemetig o pre readig activity, usig appropriate picture ad familiarity text. The studets are able to activate their schemata to predict the topic ad the cotet of the text.the usage of picture could reactive studets schemata to develop studets readig comprehesio achievemet. The familiarity text is reactive their previous kowledge about the readig text. Based o the fail of implemetatio graphic orgaizers, it is suggested to use graphic orgaizers i a log time period i order to trai the studets as a habit to tap their schemata. Sice there were three graphic, it is suggested to use oe graphic each meetig. The graphic is also suggested; i.e. variatifly, colourful ad simple i order to attract the studets iterest. For the previous research, sice schema activatio strategy could improve the studets readig comprehesio, it might be good for further study to employ differet skills, i.e. speakig, listeig ad writig ad also apply the strategy o differet level of school i order to ehace the geeralizatio, trasferability of the fidig of the research ad ivestigated formal or liguistic schemata i further research. Based o the result aalysis that graphic orgaizers ca ot improve studets readig comprehesio, maybe because the implemetig three graphic i oe meetig, So, it is suggested to use oe graphic each meetig. It is also suggested to implemet the graphic orgaizers o a log time period i order to trai the studets use graphic orgaizers as a habit to tap their schemata. REFERENCES Ajideh, P. (2). Schema-theory Based Cosiderig o prereadig Activities i ESP Eglish Book. The Asia EFL Joural. Teachig Articles. Vol. 1, November. 2 Alemi, M. ad Ebadi, S. (21). The Effects of Pre-readig Activities o ESP Readig Comprehesio. Joural of Laguage Teachig ad Research, Vol. 1, No. 5, pp. 59-577, September 21 21. ISSN 1798-479. Al-Isa, Ahmad (2). Schema Theory Ad L2 Readig Comprehesio: Implicatios For Teachig. Joural of College Teachig & Learig July 2. Vol. 3. No. 7 Al-Salmi, M. (211). Schemata (backgroud Kowledge ad Readig Comprehesio for EFLStudets. Research
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