A Classroom Action Research at the Eight Grade of SMP Negeri 8 Selayar)

IMPROVING THE STUDENTS READING COMPREHENSION THROUGH SCHEMATA TEACHING TEHNIQUE (A Classroom Action Research at the Eight grade of SMP Negeri 8 Selayar)

A THESIS

“Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of requirement for the Degree of Sarjana Pendidikan in English Department

ANDI IRWIN MAULANA 10535605014

ENGLISH DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING UNIVERSITY OF MUHAMMADIYAH MAKASSAR 2020

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UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERNYATAAN

Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh siapapun.

Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Desember 2020 Yang Membuat Pernyataan

ANDI IRWIN MAULANA

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini: Nama : ANDI IRWIN MAULANA NIM : 105 356 050 14 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : Improving The Students Reading Comprehension Through Schemata Teaching Tehnique (A Classroom Action Research At The Eight Grade Of SMP Negeri 8 Selayar) Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Desember 2020 Yang Membuat Pernyataan

ANDI IRWIN MAULANA

MOTTO

“ To those who believe, be patient and pray as

your helper. Verily Allah is with those who

are patient. ”

(QS. AL-Baqarah : 153)

ABSTRACT

Andi Irwin Maulana. 2020. “Improving The Students Reading Comprehension Trhought Schmata Teaching Tehnique (A Classroom Action Research of the Eigtht Grade Students of SMP Negeri 8 Selayar)”. Englsih Eduaction Department, Faculty of Education and Teacher Training, University of Muhammadiyah Makassar. (Supervised by Nurdevi Bte Abdul, and Muh. Arief Muhsin,). This research aims to prove whether the Schemata Teaching Technique can improve the students’ reading comprehension. The research method used is classroom action research; it is conducted in two cycles. Each cycle is conducted in four meetings. Each cycle consists of planning, acting, observing, and reflecting. The data are taken from the event, documents and informants. The result of the research shows that the way to improve English student comprehension is by increasing their reading mastery using schemata technique where the students can do more exercises which indirectly also increase their comprehension in reading, and the result of post-test is better than in pre-test. The mean score of pretest 67.74 to 78.61 in posttest cycle I, the mean score of pretest 71.17 to 80.52 in posttest cycle II. The percentages of exhaustiveness of each cycle also show the improvement, with 10.87% in first cycle, 9.35% in second cycle. The researcher suggests to the teachers especially English teachers to be more creative to create a new technique in learning English specially reading process. The researcher also concludes that teaching English through schemata teaching technique can improve the students’ reading comprehension of the eighth grade students of SMP Negeri 8 Selayar.

Keywords: schemata, technique, reading comprehension.

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ACKNOWLEDGEMENT

Praise is to Allah SWT, Lord of the world. Peace and blessing be on the messenger of Allah the Almighty for His blessings leading to the completion of this paper entitled “Improving The Students Reading Comprehension Trhought

Schmata Teaching Tehnique (A Classroom Action Research of the Eigtht Grade

Students of SMP Negeri 8 Selayar)”. The “thesis” is presented to English Education

Department, faculty of Education and Teachers, University of Muhammadiyah

Makassar, as partial fulfillment of the requirements for the degree of Strata 1 (S1).

In finishing this “thesis” I got guidance and motivation from people around me. Therefore, I would like to express my gratitude to them, they are: my beloved family, especially my parent: Muda Agus and Risma Neswati and My sister Andi

Widya Magfhirayani, for their patience, their love and their support to me. To all of my classmates, Gorgeous Class who had accompanied me for more than 3 years, especially for Bahrum and Muh. Triadi Danial the legend in class that the best friends I ever have, special thank to my beloved older cousin Arif Muliyadi and fadilah dwi septiyanti for support me and they like my parent in help me to finish my thesis. Furthermore, I would like to express my gratitude to my advisor Ms.

Nurdevi Bte Abdul, S.Pd. M.Pd and Mr. Muh. Arief Muhsin, S.Pd., M.Pd for their valuable guidance, support, motivation, advice and suggestions during the writing

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of this thesis in which without their help this thesis would probably never reach its accomplishment.

The writer will never finish this thesis without their helps. In this occasion the writer would like to express her sincere thanks and appreciation to:

1. Prof. Dr. H. Ambo Asse, M.Ag. the rector of Muhammadiyah University

of Makassar. The policies and regulations that are applied to improve the

quality of campus services.

2. Erwin Akib, S.Pd., M.Pd., Ph.D. the dean of Faculty of Education and

Teacher Training.

3. Nurdevi Bte Abdul, S.Pd., M.Pd. as the first consultant and her second

consultant Muh. Arief Muhsin, S.Pd., M.Pd. who gave the researcher

guidance, correction and overall support since the preliminary stage of the

manuscript until the complexion of this thesis.

4. Ummi Khaerati Syam, S.Pd., M.Pd. the head of English Department, his

concern and mind for better English Education will be a historical point and

considerable sample for the next terms.

5. All the lecturers and all UNISMUH Makassar staf officers for their

endless support.

Finally the words are not enough to be expressed, except praise be to Allah the worlds for blessing, and guidance. May their good deeds be accepted by Allah

Subhanahu Wata’ala, Amiin.

Makassar, December 12, 2020

TABLE OF CONTENTS

COVER

APPROVAL SHEET ...... i

COUNSELLING SHEET ...... ii

STATEMENT LETTER ...... iv

AGREEMENT LETTER ...... v

MOTTO ...... vi

ABSTRACT ...... vii

ACKNOWLEDGEMENT ...... viii

TABLE OF CONTENT ...... x

LIST OF TABLE...... xiii

LIST OF FIGURE...... xiv

LIST OF APPENDIX ...... xv

CHAPTER I INTRODUCTION

A. Background ...... 1

B. Problem Statement ...... 3

C. Objective of the Research ...... 4

D. Significance of the Research ...... 4

E. Scope of the Research ...... 4

CHAPTER II REVIEW OF LITERATURE

A. Previous Research Findings...... 5

B. Concept of Reading ...... 8

1. The Definition of Reading ...... 8

2. Definitions of Reading Comprehension ……………………….9

3. Teaching Reading ……………………………………………..10

C. Schemata Teaching Technique ...... 22

1. Definition of Schemata ...... 22

2. The Definition of Schemata Teaching Technique ...... 23

3. Variations on Schemata ...... 24

4. The Schemata Teaching Technique in Reading Comprehension 27

D. Conceptual Framework ...... 29

CHAPTER III RESEARCH METHOD

A. Research Design ...... 30

B. Research Subject...... 30

C. Procedure Research ...... 31

D. Technique of Collecting Data ...... 34

E. Research Instrument ...... 34

F. Indicators/ the nature of students reading comprehension ...... 34

G. Technique of Data Analysis ...... 35

CHAPTER IV FINDINGS AND DISCUSSION

A. Finding ...... 37

1. Cycle I ...... 37

2. Cycle II...... 42

B. Discussion ...... 49

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ...... 51

B. Suggestion ...... 52

BIBLIOGRAPHY

APPENDIXES

BIOGRAPHY

xii

LIST OF TABLE

Table 1: The Summary of the Students’ Improvement ………………………....42

Table 2: The Summary of the Students’ Results on the Tests…………………...45

xiii

LIST OF FIGURE

Figure 1.0 Conceptual Framework………………………………………………29

Figure 2.0 The cycle of Class Action Research………………………………….31

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LIST OF APPENDIXES

A.1 Lesson Plan

A.2 Score List

A.3 Quantitative Analysis of Cycle I and Cycle II

A.4 Documentation

CHAPTER I

INTRODUCTION

A. Background

Reading is also something crucial and indispensable for the students

because the success of their study depends on the greater part of their ability to

read. If their reading skill is poor they are very likely to fail in their study or at

least they will have difficulty in making progress. On the other hand, if they have

a good ability in reading, they will have a better chance to succeed in their study.

According to Burhan (2012: 9), reading is a physic and mental activity

to reveal the meaning of the written texts, while in that activity there is a process

of knowing letters. It says a physic activity because the parts of the body, our

eyes particularly, do it. And it says mental activity because perception and

memory as parts of mind are involved in it. He then concludes that the main goal

of reading is a process of comprehending written texts.

Based on the result of the preliminary observation of English learning

process of the eight grade students at SMP Negeri 8 Selayar, it was found that

the students were lack of skill in comprehending an English text. The further

explanation is as follows: Firstly, the students were lack of vocabularies. This

one becomes the common weakness of the students, where they are still confused

to get the meaning of the words, even what the questions meant, so that it is hard

for them to find out the factual or detail information as the answer of its (explicit

information). Secondly, students were not able to find out the main idea of a

paragraph or text (implicit information). The possible cause of this problem is

the topic which is not familiar for the students, whereas simply we can give them the text related to their real experience in the daily life. Thirdly,the students were passive and irresponsive in English learning. This is related to the students’ motivation to read and comprehend the text accurately. Therefore, the teachers need to improve their ways or techniques in helping the students to solve such problems.

According to those results of observation, the identification of the problems can be drawn as follows: (1) The students were lack of vocabularies;

(2) The students were difficult to find out the factual or detail information as the answer of the questions (explicit information); (3) The students were difficult to get the point or to find out the main idea of a paragraph or text (implicit information). (4) The students were passive and irresponsive in English learning, especially in reading.

Considering the problems above and the prominence of background knowledge or schema, using schemata teaching tehnique was expected to be able to solve the problems. Basically, everybody has their own schema (plural form: schemata). Schemata are created simply through experiences with people, things and events in the daily life. Furthermore, according to the previous thesis written by Kurnia Citra Dewi (2013), “Schema activation strategy is a strategy which focuses on activating students’ background knowledge”. She also mentions the steps as follows: (1) building interest and attention, (2) assessing prior knowledge and exploring keywords, (3) building connection between students’ prior knowledge and the new material, and (4) comprehending the new material.

Those all have to be implemented well in the teaching and learning process of

reading, and it is expected to influence much on solve those problem stated

previously and help to achieve the success of students’ reading comprehension

of English text.

The researcher used the tehnique of using and creating schema for this

action research. It becomes one of the of those metacognitive strategies which

means making connection between the new and the known, building and

activating background knowledge. The reason in determining this tehnique was

that Schemata Teaching Tehnique can make connection before, during and after

reading and storing new information with other related memories.

This comprehension strategy was taught on an ongoing basis so that

students learn to use it as they are reading. Firstly, prior knowledge should be

discussed before reading the text to helps the students set the stage for what is

coming. Secondly, during reading, students should be encouraged to make

connections to the text from their experience and the teacher should model this

process using his or her own connections. Third, after reading, the discussion

should center on how the connections helped students to have better understand

the text and how the text helped them to build their foundation of prior

knowledge.

B. Problem Statement

Based on previous background, the researcher formulated a research question as

follows:

“To what extent of schemata teaching technique to improve the students’

reading comprehension?”

C. Objective of the Study

“To find out the extent of schemata technique to improve the students’

reading comprehension.”

D. Significant of the Study

This research gives many benefits to :

First The writer. It is expected to add insight to understand about teaching

and literacy. Second The teacher. It is expected to increase language teaching

technique theoretically and practically, and this study can contribute the teachers

in their English class, so they are able to improve the quality of teaching learning

process. Third The readers. It is expected to enrich the knowledge of literature

and enrich their knowledge about schemata teaching technique.

E. Scope of the Research

In this research, the researcher will focus on the students reading

comprehension by giving a scope of the research including the use of schemata

teaching technique in improving the students literal reading comprehension in

terms of identifiying main idea and supporting details and also the use of

schemata technique in improving the students interpretative reading

comprehension in terms of conclusion in recount text.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Findings

In order to avoid plagiarism, the author states five researches dealing

with schemata tehnique and reading comprehension, those are from:

The first research did by Hastuti D. (2015), The main aim of her action

research that is to improve the students’ reading comprehension through the

implementation of Schema Activation Strategy as the learning strategy was

reached well. The teaching process of reading comprehension through Schema

Activation Strategy make the class situation interactive. Besides improving

students’ reading comprehension in the form of mean score as the learning result,

the teaching process through Schema Activation Strategy also make the class

situation interactive. The similarity between the author and the previous

researcher is that they use schemata tehnique to improve students' reading

comprehension.

The second, relevant research also conducted by Saputra I. (2013), he

concluded that the students’ content schemata was 75.66. It was categorized

good level. Meanwhile, mean of students’ reading comprehension on expository

text was 70.88. It was categorized good category. Then, after analyzing and

calculating the correlation of both variables, it showed that strength of

correlation was 0.785. It was categorized as strong correlation. Furthermore, the

researcher found that there was significant correlation between content schemata

and reading comprehension on expository text. There is similarity and difference

between this research and author’s research, the similarity is both use schemata tehnique and the difference is this previous research focused on correlation between content schemata and reading comprehension on expository text.

The third, Mariati I. (2005), in her research, activating schemata was one of the good techniques, in which having schemata before reading activities is very important because it helped the readers to understand and improve their reading comprehension. A Schemata needs to diagnose student’s prior knowledge and provide necessary background knowledge so they will be prepared to understand what they will read. At the end of her research, she concluded that there were significant differences between the students’ reading comprehension taught by activating schemata pre reading plan and not activating schemata through pre-reading. The similarity between this research and author’s research is both use schemata tehnique to improve student’s reading comprehension.

The fourth, A research by Eliza S. (2011), It showed that strength of correlation was 0.565. It was categorized as middle correlation. The result of this research was a positive significant correlation between students’ formal schemata and their reading comprehension of narrative text. The similarity between this reasearch and author is both use schemata tehnique and the difference this previous research is focused only the correlation between students’ formal schemata and their reading comprehension of narrative text.

The fifth, One work that the writer revied is Susiani’s work (2009), The purposes of this research are found out student achievement before and after

using mind mapping method, describe the procedures and plan, describe motivation and interest in the teaching learning process using mind mapping method. Her research is a collaborative action research. The role of the teacher is carrying out of action plan on classroom. The writer as observer notes all of the process in learning activities. However the teacher and the writer are together on determine solve of the problem, action planning, and reflection. In order to conduct a good arrangement the writer use qualitative and quantitative approach.

Method of collecting data is observation and test. The result tells that mind mapping method can improve student achievement. Schemata and mind mapping have the difference in the drawing brain. The schemata have structure for example bottom up and to down model. But in mind mapping can draw all in the brain with the general technique.

Based on some previous research above, The similarities some previous research that focused on using schemata tehnique to improve reading comprehension. While for the differences, some previous research is focused on expository text and narrative text, at the same time the author focus on recount text. of all the similarities and differences above, essentially it will be very useful to improve students' abilities especially in reading and proven to have been widely applied to students.

The researcher chose schemata teaching tehnique as a learning method because this method can make students more easily understand the new material given, especially in reading lessons, and this method also makes the class

interactive so the learning process is very conducive because students have high

learning enthusiasm.

B. Concept of Reading

1. The Definition of Reading

Reading is one of English skills besides speaking, listening and writing. It

is the way to understand written messages. According to Nuttal (2000:2) reading

means a result of interaction between the writer’s mind and the reader’s mind. It

is the way how to the reader tries to get the message or the intended meaning

from the writer. In this process, the reader tries to create the meanings intended

by the writer, the reader can get the message, and the writer’s meaning sense.

According to Pang (2003:6) reading is defined as understanding written

texts. He says that reading consists of two related processes: word recognition

and comprehension. Word recognition is defined as the process of getting how

written symbols correspond to one’s spoken language while comprehension is

the process of making the meaning of words, sentences and connected text. He

adds his statement that the reader who has background knowledge, vocabulary,

grammatical knowledge, experience with text and other strategies can help them

understand written texts.

Based on two definitions above reading can be defined as the instantaneous

recognition of various written symbol with existing knowledge and it also can

be defined as comprehension of the information and the idea communicated. It

means that when a reader interacts with printed messages, he tries to get the

visual (written) information result or to get meaning in comprehending the

messages or the texts from the writer. It also can be said that reading not only the process of getting the written symbols correspond to one’s spoken language but it is also the process of making the meaning of words, sentences and connected text that can be called comprehension.

2. Definitions of Reading Comprehension

There are many definitions of reading comprehension accepted from some writers. According to Klingner (2007:2) reading comprehension is “the process of constructing meaning by coordinating a number of complex processes that included word reading, word and word knowledge, and fluency”. It refers to the ability in interpreting the words, understanding the meaning and the relationships between ideas conveyed in a text. He summarized reading comprehension instruction for the teacher as following a three-step procedure: mentioning, practicing, and assessing. That is, teachers mention the skills that the students want to use, then they give them opportunities to practice those skills through workbooks or work sheets, and finally assess whether or not they use the skill successfully.

Alderson (2000: 28) defines reading is an enjoyable, intense, private activity in which the readers get much pleasure and can totally absorb the reading. According to Pang (2003:14) comprehension is the process of making sense of words, sentences and connected text. He says that comprehension is the processes of deriving the meaning of one word to another in a text. Readers typically make use of background knowledge, vocabulary, grammatical

knowledge, experience with a text and other strategies to help them understand the written texts.

From the definitions above, reading comprehension can be concluded as the ability to find the stated or unstated writer’s idea in the text. The essence of reading comprehension is understanding all information delivered by the writer.

It also refers to the ability to connect between the words in a text, to understand the ideas and the relationships between ideas conveyed in a text.

3. Teaching Reading

Kimbly and Garmezy in Brown (2000:7) define that teaching is the activities to show or help someone to learn how to do something, give instructions, guide in the study of something, provide with the knowledge, cause to know, understand knowledge and give new knowledge. Brown (2000:7) also says that “teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learners to learn, setting the conditions for learning”. Meanwhile learning is getting the knowledge or the acquisition of the knowledge. From the definitions above, we can define teaching as helping, facilitating, and giving instructions how to learn and get something or knowledge. Here the teacher is the subject in doing those because the teacher has the obligation to help the students getting or acquiring the second language that is English.

a) Teaching Reading Comprehension

In teaching reading comprehension, the teacher needs some

strategies to make the students comprehend the reading texts. According

Brown (2000: 306-311), the following are ten strategies which can be applied in the teaching reading comprehension in the classroom:

1) Identifying the purpose in reading

By knowing the purpose of what the reader reads, the reader can

throw the unwanted distraction or information. By doing this, students

know what information they want to know in reading the texts. (Brown,

2000: 306).

2) Using graphemic rules and patterns to aid in bottom up decoding

(especially for the beginning level learners)

At the beginning levels of learning English, one of the

difficulties that students encounter in learning to read is making the

correspondences between spoken and written English. Here teacher also

need to teach how to read the sound words with sort vowel sound such

as (bat, leg, wish, etc) and the sound words with final silent “e” such as

(late, time, bite, etc). (Brown, 2000: 306).

3) Using efficient silent reading techniques for relatively rapid

comprehension (for intermediate to advanced levels)

In advanced learner, teacher can apply reading fast to reduce

time consuming in reading. Readers do not need to pronounce every

word and do not need to know the meaning of every word but the

comprehension of the text is more important. (Brown, 2000: 306)

4) Skimming the text for the main ideas

Skimming is the one of the most valuable reading strategies for

learners. Skimming consist of quickly running one’s eyes across a whole

text (such as an essay, article, or chapter) to find out what the text tells

about or to find out the main idea of the text. Skimming gives readers

the advantages of being able to guess the purpose of the passage, the

main topic, or massage, and possibly some of the developing or

supporting ideas (Brown, 2000: 308)

5) Scanning the text for specific information

Scanning is quickly searching for some particular piece or pieces

of information that the reader needs in reading a text. Scanning exercises

may ask students to look for names or dates, to find a definition of a key

concept, or to list a certain number of supporting details (Brown, 2000:

308)

6) Using semantic mapping or clustering

Readers can resume the long string of ideas or events by

grouping the important key of the word they get from the reading. The

strategy of semantic mapping, or grouping ideas into meaningful

clusters, helps the reader to remember the contents of the text. (Brown,

2000: 308).

7) Guessing when you are not certain

Brown (2000: 309) states that guess are an extremely broad

category. Learners can use guessing to their advantages to:

a) guess the meaning of a word,

b) guess grammatical relationship (e.g., a pronoun reference),

c) guess a discourse relationship,

d) infer implied meaning (“between the lines”),

e) guess about a cultural reference, and

f) guess content massages,

Those micro skills can be used for the teacher as strategies to

overcome the difficulties in the students’ reading comprehension.

Moreover, the students should encourage themselves to be strong

readers. Strong reading comprehension skills help the students in all the

other subjects and in the personal and professional lives on their future. b) The Principles of Teaching Reading

In teaching English, teacher as the center and facilitator to the students in the classroom needs to prepare some teaching strategies and principles to teach the students so that they can understand well what the teacher teach in the classroom.

According to Richards and Renandya (2002:16), there are ten teaching principles that may be appropriate in teaching reading that is summarized below.

1) Lowering Inhibitions

In the classroom, students need some activities to decrease

their difficulties in studying English. The teacher can apply these

activities, those are, playing guess and communication games, doing

role-replay and skits; sing a songs, using group work, laughing with the students, having them share fears in small groups.

2) Encouraging risk-taking

When students feel afraid in making mistakes in studying or doing exercises, some efforts can be applied in the classroom, those are, praising students for making science efforts to try out language, using fluency exercises where errors are not corrected at that time, giving outside-of-class assignments to speak or write or to try out the language.

3) Building students’ self confidence

Teacher need to build the students’ confident in studying

English because self confident is one of important factor which influents the students’ success in studying English. To do that, teacher should tell students explicitly (verbally and nonverbally) that he or she do indeed believe in them that their students can do their job. Teacher should ask them make lists of their strengths of what they know or what they have accomplished so far in the course.

4) Helping students develop intrinsic motivation

Developing intrinsic motivation can help students to improve their achievement in studying English. Some efforts that can be done by the teacher are reminding students explicitly about the rewards for learning English, describing students that many jobs requires English, playing down the final examination in favor of

helping students to see rewards for themselves beyond the final exam.

5) Promoting cooperative learning

In studying English in the classroom, teacher needs explain that cooperative learning in the class is more important than competition between the students. some activities can be done in cooperative learning are directing students to share their knowledge in a group, asking the students to think of themselves as a team so that the students who have a good ability in learning can help the students who do not have it.

6) Encouraging students to use right-brain processing

In studying English, teacher should insist that learning is not only doing exercises and decide the right and the wrong answer but the teacher also needs some activities to develop the students’ creativity in learning English. Some activities which can be done are using movies and tapes in class, having students read passages rapidly, doing skimming exercises, doing rapid ‘free writes’, doing oral fluency exercises where the object is to get students to talk or to write a lot without being corrected.

7) Promoting ambiguity tolerance

Making the classroom is enjoyable and comfortable is a good way to make students feel relax in studying English. Some activities can be done are encouraging the students to ask you and each other,

questioning when they do not understand something, making your theoretical explanations very simple and briefly by doing translation into a native language to clarify a word or meaning.

8) Helping students use their intuition

Making the students not depend to the teacher is a good way to building their intuition. Some strategies can be done by the teacher are praising the students for good guesses, doing not always give explanation of errors, letting a correction suffice and correcting only selected errors.

9) Getting students to make their mistakes work for them

Teacher does not need to correct and always explain why the students make errors in their learning. Asking the students to do self learning activities are the good way for them. Some activities can be done are recording students’ oral production and getting them to identify their errors, letting students catch and correct each other’s errors, encouraging students to make lists of their common errors and to work on them on their own.

10) Getting students to set their own goals

Setting the students’ own goals are good way to improve their study. The activities are asking them to make list of what they will achieve on their own particular week, getting students to make

specific time commitments at home to study the language, and

giving “extra credit” work.

These are the ten principles which can be implemented in the teaching reading in the classroom. Teacher can select one or two appropriate principles as the need of the students because the appropriate principle influences the students’ achievement. c) Components in Teaching Reading

1) The goals of the learning

There are two goals can be achieved by the students, those

are long- and short-term goals. According to Brown (2001:53), long-

term goals may include the mastery of English, the passing of an

exam (at the end of the year), the possibility of a better job in the

future, etc. Short-term goals, on the other hand, might be the learning

of a small amount of new language, the successful writing of an

essay, the ability to partake in a discussion or the passing of the

progress test at the end of the week.

The teacher can encourage the students to learn English and active in the reading class to achieve the long-term goals by emphasizing those long-terms goals is more important for them to be achieved by them. To motivate them in learning English, the teacher also can use the short-terms goal by giving them some points to them. If they can involve in teaching and learning English, they are active in the reading class, and they can get

high score in the reading class, the teacher can give the class rank and some rewards for them.

2) Teacher

There are some aspects which have to pay attention when talking about teachers. However, this part focuses on characteristics and roles of teachers. According to Allen (cited in Brown, 2001: 429), there are some characteristics of good language teachers. Firtsly, the teachers should love and comprehend English language such as listening, speaking, reading, and writing. Secondly, they understand and use a wide variety of techniques.

Next, they give optimal feedback to students, use appropriate principles of classroom management, adapt textbook material and other audio creatively, enjoy people, and show enthusiasm.

In a classroom, teachers’ roles can influence activities. It means that the teachers change from one activity to another. If they are fluent at making these changes, the effectiveness as the teachers is greatly enhanced. These are roles of a teacher:

(1) Controller

Teachers as controller are always needed in the class activity when the teacher teaches the students. A controller determines what the students do, when they should speak, and what language forms they should use

(Brown, 2001: 167). In addition, Harmer (2001: 58) states that a controlle takes the roll, tells the students things, organizes drills, and reads aloud.

(2) Organizer

Teachers should be good organizer. It means that the teachers should organize the students to do various activities. This often involves giving the students information, telling them how they are going to do the activity, putting them into pairs or groups, and finally closing things down when it is time to stop (Harmer, 2001: 58).

The first thing that has to be done by the teachers is that they need to organize students so that the students are involved in the activity. To do this, the teachers can create fun activity, such as playing games. Next, the teachers give any necessary instructions, and say what students should do first and next.

These are important steps so that the students know what should be done in the activity. The teachers should give demonstration or an example to do the activity clearly. If the students have understood, start or initiate the activity. The teachers can stop the activity when the students have finished.

The last one, the teachers give feedback about language use. It is because the students can know which one is right or wrong in doing the activity.

(3) Observer

In a classroom, teacher does not only teach the students but also observe them. It is aimed to give them useful feedback. In the classroom observation, the teachers watch students’ learning process in order to judge the success of different materials and activities. The teachers can make changes in the future if the activities are not appropriate to the students’ needs (Harmer, 2001: 62).

3) Students

Students can learn language well, get good mark, pass exam if they study hard and have motivation. Brown (2001:72) states that motivation is the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit. It means that motivation is people’s desire to achieve goal.

Motivation can come from outside or inside. Harmer (2001: 51) states that motivation which comes from outside is called extrinsic motivation and from inside is called intrinsic motivation.

4) Interesting activities and materials in the class

The students tend to study and involve in the reading class when they get interesting activities and interesting subjects that they learn in the class (Brown,

2001: 53). The teacher can use the different activities that can make the students interest to join in the reading class. Using the interesting activities and materials will make the students like the reading class and enthusiastic to learn the subject that we give. The teacher also can use some media that can make the lesson become interesting.

5) Media

Definition of media is supporting materials that can motivate students and can effectively explain and illustrate subject content. His concern is on the use of materials in order to make the students motivated to learn something and to make clear the content of a subject. He also adds that media as any tools, methods and technique used to make the communication and interaction between the teacher and the students more effective in the teaching learning process. Here media can be

anything, material and non-material, physical, and non-physical, those are useful to support the communication and interaction in the teaching learning process. It can be for explaining, motivating or making clear the thing being discussed or talked about.

In this globalization era, many schools use technology as teaching media to support the teaching and learning process. It also happens in the English language teaching-learning process. According to Brown (2001:143), an educational institution has a promising new technology that could offer linguistic input and output, feedback, students’ collaboration interactivity, and fun.

C. Schemata Teaching Technique

1. Definition of Schemata

There are various influential ways of defining schema, and nearly all

cognitive definitions of schema stem from Remembering: A study in

experimental and social psychology. He claimed “an active organization of

past reactions of past experiences (Bartlett, 1932), which must always be

supposed to be operation in any well-adapted organic response”. Put forward

the concept of schema theory basically as a theory of how knowledge is

mentally represented in the mind and used (Rumelhart, 1980). He wrote that

“all knowledge is packaged into units. These units are the schemata”. Three

years later, Widdowson defined schema as “cognitive constructs which allow

for the organization of information in a long-term memory”.

From the above definitions, we may conclude that schema is the prior

knowledge gained through experiences stored in one’s mind. It is an abstract

structure of knowledge Li Xiao Hui (1982).

Schema theory is an explanation of how readers use prior knowledge

to comprehend and learn from text (Rumelhart, 1980). The term "schema"

was first used in psychology by Barlett as "an active organization of past

reactions or experiences" (1932), later schema was introduced in reading by

Rumelhalt ( 1980), Carrell (1981) and Hudson (1982) when discussing the

important role of background knowledge in reading comprehension.

Rumelhart (1980) define schema as "a data structure for representing the

genetic concepts stored in memory ". Anderson and Pearson (1984) define it

as "an abstract knowledge structure". Medin and Russ (1992) simply put

schema as "a general knowledge structure used for understanding".

The fundamental tenet of schema theory assumes that written text

does not carry meaning by itself. Rather, a text only provides directions for

readers as to how they should retrieve or construct meaning from their own

previously acquired knowledge. This previously knowledge is called the

readers' background knowledge (prior knowledge), and the previously

acquired knowledge structures are called schemata (Barrlett, 1932;

Adamsand Collins, 1979; Rumelhart, 1980). The schemata of a reader are

organized in a hierarchical manner, with the most general at the top down to

the most specific at the bottom.

2. The Definition of Schemata Teaching Technique

Technique is a way of carrying out a particular task, especially the

execution or performance of an artistic work or a scientific procedure (Oxford

Dictionary, 2007). So, technique has the important role in the process of

creating something. Without the technique, we will not know what we have

to do during the process. Teaching is to give lessons to students in a school,

college, university, etc; to help somebody learn something by giving

information about it (Hornby, 1974). Finally, teaching technique can be

defined as certain actions that someone uses in order to share or to give the

lessons to students.

Schema refer to the knowledge already store in someone’s memory

(plural schemata). Schemata technique is a way for reading where the readers

are expected to use technique to active her prior knowledge when they read

an English texts or passage. (Khemlanny, Lynne, 2000) assert that the role of

the reader and the knowledge he brings to bear on the text draw a great

important in the reading process. Readers are expected to be accustomed with

the text they read before they are going to understand and comprehend it.

(Ajideh, 2006) argues that the best time to active schemata is in the pre-

reading stage of reading. It is supported by Zhang (1993:5) explaining

comprehension is facilitated by explicitly introducing schemata through pre-

reading activities.

3. Variations on Schemata

According to Li Xiao-hui (1982:18-19) on his papper Analysis of

Schemata Theory And Its Influence on Reading, there are some variation on schemata, these variations are: a. Variation A: Linguistic Schemata

Linguistic schemata refer to 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. b. Variation B: Formal Schemata

Formal schemata are the organizational forms and rhetorical

structures of written text. They include knowledge of different text types

and genre, and also include the knowledge that different types of texts use

text organization, language structure, vocabulary, grammar, and level of

formality differently. Formal schemata are describes as abstract, encoded,

internalized, coherent patterns of meta-linguistic, discourse and textual

organization that guide expectation in our attempts to understand a

meaning pieces of language. Readers use their schematic representation of

the text such as fiction, poems, essays, newspaper articles, academic article

in magazine 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 compare

with the linguistic and content schemata, the formal schemata offer less

power in the reading process (Carell, 1984). c. Variation C: 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 level of the language’s 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.

Many studies show that reader’s content schemata influence their

reading comprehension more greatly than formal schemata. On the whole,

the familiarity of the topic has a direct influence on reader’s

comprehension. The more the reader knows about the topic, the more

easily and quickly he gets the information of the text. Therefore, if one

wants to be an efficient reader, he needs to try to know the knowledge

about more fields and topics. Learners with more prior knowledge can

better comprehend and remember more the text.

d. Cultural Schemata

(Richard et al, 2000) define culture as “the total set of beliefs,

attitude, customs, behavior, social habits, etc, of the members of a

particular society”. (Rivers, Temperly, 1978) call cultural knowledge

“socio-cultural meaning” which is “meaning which springs from shared

experiences value and attitude”. Studies by Johnson (1981) and Carelli

(1981), have shown that the implicit cultural knowledge presupposed by a

text interacts with the readers own cultural background knowledge of

content to makes texts whose content is based on ones culture easier to

read and understand than syntactically and rhetorically equivalent text

based on a less familial more distant culture.

Furthermore, different group may interpret the same text differently,

as is showed in the study by Steffenson et al (1979). It is important to be

sensitive to cultural differences, particularly, of the target culture, and such

cultural awareness there may be no efficient and total comprehension.

4. The Schemata Teaching Technique in Reading Comprehension

There are some methods in English teaching as second language, each

method has their own strengths and weaknesses. Schemata as one of teaching

technique were originally introduced by Rumelhart when discussing the

important role of background knowledge in reading comprehension. The

fundamental tenet of schema theory assumes that written text does not carry

meaning by itself. Rather a text only provides direction for readers as to how

they should retrieve or construct meaning from their own previously acquired knowledge.

This previously knowledge is called the readers background knowledge (prior knowledge). In reading, schemata used as tool for activating background knowledge how have by people. Omaggio called that advance organizers- the tool for easy learning and memorizing material (1986:76). Our know and experiences, as well as our present context, influence how we understand, value, and remember what we read (Pearson, 1986; Rumelhart,

1975). According to schema theory, comprehending a text is an interactive process between the reader’s background knowledge and the text. Efficient comprehension requires the ability to relate the textual material to one's own knowledge.

Even perception is affected by knowledge and context. If student shown I 3 and were then asked, “ what number is this?” most likely student would say “ B “ but if the question was “what number is this?” then student would probably interpret the same marks on the page as “13”. We react in this way, attributing different meaning to the same physical signs, because our knowledge is organized into structured called “schemata”(plural for schema).

A schema is a “mental information organizer” hat help us make sense of what we see, hear, or otherwise experience.

We fit new information into an existing schema, which also fill in the blanks of what we may not directly perceive. For example, if you are walking down a street and see a flashing sign “La Casa de Ramon” over a glass fronted

room with tables, chair and flat ware, you will probably think “restaurant”

activating your schema for “restaurant” and all your prior knowledge. You

know that if you go in, someone will take your order, you’ll eat, and you’ll

pay for your dinner. Even though no one’s tells you to constructs this

understanding, using what you experience and what you already know.

With the schemata in during reading writers hope reader will growing

up her prediction and questions as her knowledge grew. So readers essay to

comprehend a text.

D. Conceptual Framework

The schematic conceptual framework is presented as follows:

Reading skill

Teaching Ability

Schemata Tehnique

Linguistic Formal Content Cultural

Improvement

Figure 1.0 Conceptual Framework

Based on the figure above, it shows the reading skill is the one of skill that researcher will use in teaching ability. In teaching ability, the researcher will apply the schemata tehnique as a strategy based on the assessment of the linguistic, formal, content and cultural. From that strategy, the researcher will give a reading text especially recount text to assess the improvement of student reading skill.

CHAPTER III

RESEARCH METHOD

A. Research Design

The design that used in this research was Classroom Action Research

(CAR). It was conducted through two cycles to observe the students’ reading

skill through schemata strategy. It consisted of planning, action, observation and

reflection.

Classroom Action research is largely about developing the professional

disposition of teachers, is that, encouraging teachers to be continuous learners in

their classroom and of their practice. According to Khasinah (2013, p:108),

Classroom Action Research is a process in which educators examine their own

practice systematically and carefully using the techniques of research.

The purpose of action research is to provide teacher researchers with a

method for solving everyday problems in schools, in order to improve both

student learning and teacher effectiveness. According to Edglossary (2015),

Action research may also be applied to programs or educational techniques that

are experiencing any problem, that educators want to learn more about and

improve.

B. Research Subject

The subject of this research was the second grade students of SMP

Negeri 8 SELAYAR in 2018-2019 academic years. The class consisted of 23

students.

C. Procedure Research

In this research, the researcher used the CAR principles to collect the

data. This research was divided into two cycles, they are first and second cycle

and each cycle are the series of activities which have close relation. The relation

of the second cycle was continuied and repaired from the first cycle. It aims to

observe the schemata teaching technique to improve the students’ reading

comprehension.

Observation Reflection

Cycle I

Action Planning

Observation Reflection Cycle II

Action Planning

Figure 2.0 The cycle of Class Action Research

1. Cycle I

1). Planning

Before conducting the research, the researcher prepared the

instrument of research, such as:

a. Lesson Plan

In order to control the teaching learning process, the researcher used the

lesson plan as guidance for researchers’ activities in class (look at

appendix).

b. Materials

In the first cycle, the researcher used theme of Holiday. The title of the text

is “Our Trip to Blue Mountain”. She used several books as a resource,

such as Effective English and Simpati.

c. Teaching aids

The researcher prepared some instrument such as: story copy paper, board

marker, etc.

d. Test (pre-test and post-test)

Pre-test is a test that is given to the students before the teaching learning

process. Meanwhile, post-test is a test that is given to the students after

teaching learning process was conducted.

2). Action

First, the researcher entered to the class. He gaves greeting and

introducing himself. In second pre-test gave by the researcher and

answering some questions. The researcher shared the worksheets to the

students.

Finally, the researcher had summary of the lesson at that day and told

into student about the next topic. The students felt more enjoy because the

situation of the class quite enough than the previous meeting. Then, the

resarcher gave post-test into students on 30 minutes. After finished, students

collected the sheets and the researcher closed the meeting.

3. Observation

In the first cycle, the researcher observed the teaching learning

process. Through teaching and monitoring students’ activity in this action,

she understood that students still difficult to say in English and writing form.

Moreover, students felt afraid to present their idea. So, the researcher should

point out one of them. In addition, the students were nervous and confuse

about the words in English. They needed an instrument to remind these words

easily.

4. Reflection

After analyzing the result of cycle I, the researcher said that was very

important to be more serious with students’ pronunciation and written form

in English. Moreover, the researcher should ask them to repeat the words

more than three times in order to students pronounce the words correctly.

When teaching learning process of English, students needed an instrument to

make them more understand. In addition, write down the difficult word that

was not enough to recall easily. Students should be given a technique of note-

taking in creative way.

There is little bit improvement in students’ score. The level of

achievement of each student in this study is ≥ 70. It is based on the minimum

standard of achievement (KKM) of english subject. There are some indicators

of students reading comprehension, they are the students are able to reading

loudly the recount texts and the students are able to understand the function

of recount text. They need more assignment in order to comprehend about the

topic of the lesson. Then, the researcher should give support into students to

improve their ability in English especially reading. Because target achieved

students yet gained 75%, this research continues to cycle 2. For the next cycle,

the researcher should be more creative to apply a new technique for students.

2. Cycle II

Based on the result of the first cycle, it is necessary for the researcher to

continue to the next cycle. The description of cycle II as follow:

1. Planning

The activities were prepared:

a. Lesson Plan

Lesson plan is guidance for the researcher activities in class. So the

teaching learning process can be maintained (look at appendix).

b. Materials

In the second cycle, the researcher applied the theme about

‘Holiday and Travelling’ because this theme has relationship each other.

The titles of the texts are “My Trip to Prambanan Temple”.

c. Teaching Instrument

The researcher prepared some instruments in the second cycle such as:

blank paper, board marker, and etc.

d. Test (pre-test and post-test)

Pre-test and pos-test in the second cycle consisted of 25 items that was

divided into two parts. They were multiple choice forms and essay.

2. Action

The researcher entered the English class. She reviewed the lesson of

the previous meeting. There are several difficult words in the first cycle.

Before the researcher starting the lesson, she asked three students to write

down on the board and pronounce these words, then followed by the other

students.

In the second action, teacher informed the mode of presentation in

studying reading and the steps are same with the previous meeting. Before

starting the lesson, the researcher gave students pre-test for about 30 minutes.

Students do the test more quietly than before. They felt more serious to do the

test but, there are some boys still noisy. Time was over and they collected the

answer sheet.

The researcher started the lesson by giving some question into students

to build their background knowledge of the topic of the day. The question is

about holiday plans. The students usually go for picnic on Sunday or on school holidays. Then, it continued with the discussion of Prambanan

Temple. The researcher brought students to remember what was in

Prambanan Temple, and ask them to mention some words which are related to Prambanan Temple. The researcher helped students to connect their background knowledge with the topic.

Afterward, the researcher spread the material into the students. There was a text with title ‘My Trip to Prambanan Temple’. the researcher asked students to read the text and make a note for difficult words. Afterwards, teacher and students were discussed the text. Sometimes, the researcher corrected students’ pronunciation such as: ‘travelled, driven, and exciting’ and discussed the meanings.

The next activity was the researcher let students make the schemata of the text. She spreaded the blank paper, and ask students to draw a map by themselves about ‘My Trip to Prambanan Temple’. Almost of students felt enthusiastic to do the task. They should do that for 15 minutes. The researcher walked around the class to control the students. The researcher found that some students could do it well. They could make it as follow “The central is

Prambanan. I will divide into three branches. First, location consist of one line, it is Jogjakarta. Second branch is material. They are stone. The last branch is about the history about Prambanan Temple. Thank you”. Then, the other student came with his opinion, such as “The central theme is

Prambanan Temple. There are four branches, for instance; souvenir, sunny,

enjoy, and exciting. First, the word souvenirs connect with thing which are

sold there. Second, sunny is connected with the weather there. Third, enjoy is

connected with our felling in our trip. Fourth, Exciting is connect with

something fun. Thank you”. Finally, the researcher had summary of the lesson

and divided a new text into students. Then,the researcher gave homework to

read the text and look for the difficult words. The researcher closed the

meeting and leaved the class.

3. Observation

In the second cycle, the researcher analyzed the field note which had

been written above. Through monitoring students’ activities in this action, the

researcher concluded that there are students difficult to say in English. Several

students pronounced incorrectly and the written form still wrong. Moreover,

the learning process can be controlled easily than before. The situation in the

class is more active than before. In addition, students felt more serious to follow

the lesson and to do the task.

4. Reflection

After analyzing the result of cycle I and cycle II, we can see that 75%

of students reached the target so no further cycle. It can be concluded that using

schemata technique can improve students’ interest in learning reading in the

class. It can be seen when the teacher asked them several words related with

the topic of holiday and travelling that they have got before. In addition, they

still remember the words clearly. They can also mention many words when

compose a schemata.

The results of pre-test and post-test were used to know the score of

reading mastery. The level of achievement of each student in this study is 70.

It is based on the minimum standard of achievement (KKM) of english subject.

So the researcher used two cycles in this action research. There are some

indicators of students reading comprehension, they are the students are able to

identify the important information on the text and the students are able to

identify the rhetorical of the text.

D. Technique of Collecting Data

There are two kinds of test to measure students reading comprehension

namely test in cycle I and cycle II. Test in cycle I or initial reflection is intended

to assess the pre-existing reading comprehension of the subject which is

administer in the first meeting before the research conduct the research by

applying schemata strategy in the classroom. The test in cycle I and cycle II were

administer in the end. The function of administering test in the cycle II was to

evaluate the effectiveness of schemata strategy in improving the students reading

comprehension. The purpose of the test in cycle I conducted is to find out initial

condition of subject in reading comprehension. Meanwhile the test in the cycle

II would reflect the effectiveness of schemata strategy when it is applied in

English teaching and learning process at the eight grade students of SMP

NEGERI 8 SELAYAR.

E. Research Instrument

The researcher used tests to assess and examine the students’ reading

skill. The researcher will give test in every cycle to find out the students’

improvement and progress in their reading skill. Kind of the test that researcher

used retelling the story through the recount text.

F. Indicators/ the nature of students reading comprehension

There are some indicators of students reading comprehension, they are:

1. The students are able to reading loudly the recount texts

2. The students are able to understand the function of recount text

3. The students are able to identify the important information on the text

4. The students are able to identify the rhetorical of the text

G. Technique of Data Analysis

After collecting the data, the next step of study is analyzing the data. The

data ways to analyze the data, they are:

1. Descriptive Technique

The researcher uses the descriptive technique to analyze motivation,

interest and students’ behavior during the action. She described based on field

note and observation sheets. This technique also uses as a technique to

analyze the percentage of oral test based on the number of students who can

answer the teachers’ questions.

2. Statistical Technique

To know the mean scores of students before and after the action the

writer uses the formula as follow:

∑푋 푀 = 푁

Explanation:

M = Mean of students’ score

ΣX = the sum of students’ score

N = the total number of student

After analyzing the mean of students score, the researcher used t-test formula to know how significant is the use schemata teaching technique to improve students’ comprehension as follows:

The first step the researcher will calculate SD, the formula is:

∑D2 ∑D 2 SD = √ + ( ) 푁 푁

Where:

SD = standard deviation

D = difference between pretest and posttest (pretest-posttest)

N = the number of subjects

Finally, after calculating the SD the researcher will calculate t-test, the formula is:

∑D ( ) 푁 t = 푆퐷 √푁−1

Where:

T = the result of t-test calculation

SD = the result of standard deviation

N = the number of subject

CHAPTER IV

FINDINGS AND DISCUSSION

A. Finding

This research was conducted in two cycles. Considering the findings in

Cycle I and Cycle II that all actions were successfully done at improving the

students’ reading comprehension, the researcher and the collaborator agreed to end

the research in this cycle. In this case, the researcher used Schemata Teaching

Tehnique as the learning strategy to improve the students’ reading comprehension

for some reasons. Firstly, the result of the pre-research observation of the teaching

reading showed that the students were poor of basic comprehension abilities as

follows: (1) comprehending word meaning, (2) comprehending thought units; (3)

comprehending sentence sense; (4) comprehending paragraphs; and (5)

understanding total selection. That was because of factors from the students and the

teacher. In fact, the students had low motivation while the teacher hadn’t used an

effective approach yet, such as: giving interesting topic, making interactive

learning, etc. Secondly, the teacher didn’t pay attention to relate the previous

material with the new one, so that the students would easily forget about what they

already known.

The summary of the students’ improvement in teaching and learning process

of reading during the implementation of Cycle I and Cycle II through Schemata

Teaching Tehnique could be seen in the following table.

Table 1: The Summary of the Students’ Improvement in Teaching and

Learning Process of Reading during the Implementation of Cycle I

and Cycle II Before the Actions and After Cycle I, After Cycle II

Before the Action After Cycle I After Cycle II

Students had low Students’ could explore Students’ vocabulary

Vocabulary mastery. many words related to the related to the topic was

topic. richer than before.

Students were not The activities in the The activities in the

interested in the teaching and learning teaching and learning

activities in the reading were varied, so reading were challenging

teaching and learning that it could attract the and varied, so that the

process of reading. students’ interest and students’ interest and

attention to the lesson. attention to the lesson

improved.

The pre-reading There were many The activities in pre-

activities were activities in pre-reading reading stage was

ignored. stages, so that those improved, e.g., by

activities could help the conducting vocabulary

students to access their game. It could create an

prior knowledge and enjoyable lesson. It was

connect in to the new also more effective in

material. activating the students’

schema.

The teacher did not Questioning and Students were accustomed give enough chance answering session about to express and share their for the student to the topic of the lesson ideas about the lesson soon express and share gave the students more after the researcher told the ideas about the topic of chances to share and topic of the lesson. the lesson. express ideas. The

students were enthusiastic

in answering the

researcher’s questions

related to the topic.

The teacher seldom Asking questions about The use of attractive related the students’ the students’ experiences pictures, which were background related to the topic was closely related to the topic knowledge to the text done to relate the and the text, asking given. students’ background questions about the

knowledge to the text students’ experiences

given. related to the topic, helped

the students to related their

background knowledge to

the text given.

In comprehending the Such activities as finding The students found it easier text, most of the the general idea of each to understand the text by students translated paragraph, guessing the finding the main idea of

each sentence in the meaning of difficult each paragraph. The text. words, helped the students’ ability in finding

students to understand the the general idea of a

text. paragraph improved.

The students found The students felt at ease The students felt at ease in difficulties in in comprehending the comprehending the text. comprehending text. The mistakes were lesser

English texts. than in the previous cycle.

The students’ The students were The students were involvement in actively joining the enthusiastic joining the reading class was low. lesson. However, some of lesson. They showed better

them made noises and did involvement in each

not participate well in activity done during the

their groups. process of teaching and

learning in reading

comprehension.

The students’ score The students’ score The students’ score didn’t reach the KKM reached the KKM reached the KKM (Kriteria

(Kriteria Ketuntasan (Kriteria Ketuntasan Ketuntasan Minimal) and

Minimal) yet. Minimal). they got an enjoyable

experience of learning.

Then, in collecting the quantitative data, the researcher conducted some tests in order to measure the improvement of students’ reading comprehension. The tests were Pre-test – Post-test 1 and Pre-test – Post-test 2. The summary of the students’ results on the tests could be seen in the following table.

Table 2: The Summary of the Students’ Results on the Tests

Cycle Pre-test Post-test Students improvement

I 67.74 78.61 10.87%

II 71.17 80.52 9.35%

According to the improvement of the tests’ result, the researcher found a

significant improvement of the students’ score of the pre-test and post-test on both

cycle. The mean score of pre-test was 67.74 improved into 78.61 in Post Test 1,

moreover all of the students’ score were above the KKM. Moreover, Post Test 1

and Post Test 2, it could be concluded that the aim of this action research was

reached. In fact, the use of Schemata teaching tehnique could improve the

students’ reading comprehension. As the proof, the mean score increased from

Pre-Test 2 to Post-Test 2. That was 71.17 improved into 80.52. Besides all of

students reached the KKM, they also got better experience of learning, especially

in reading comprehension.

During the action, the researcher guided them to comprehend the text by a

lot of questions. It started in the pre-reading step by conducting brainstorming,

then during reading step or main activity by questioning to get the ideas and

informations, also after reading step by questioning to summarize the material.

This method allowed the students to observe the text directly so that they could

find out the answer, to think the possible answer logically, and to remember what

they already known then relate it with the new material.

B. Discussion

Based on the analysis of data in this research, the use of Schemata teaching

tehnique was effective to improve the students’ reading comprehension. Practically,

the steps were done as follows: First, building thestudents’ interest and attention.

Second, accessing prior knowledge and exploring key words. Third, building

connection between the students’ prior knowledge and the new material. Fourth,

comprehending the new material, were effective to activate the students’ schemata.

It can be concluded, those steps made the students understand the text easier than

before. Moreover, the activity of questioning and answering session were

successful in relation to build the students’ interestand attention. Making prediction

activity was also successful to build connection between the students’ prior

knowledge and the new material. Those activities made the students comprehended

the text easier than before the implemantation of this learning strategy.

Meanwhile the main difference between the action in Cycle 1 and Cycle 2

was the group discussion in Cycle 2. Based on the result of Post Test 1, only some

students already got good score, while many others still got difficulties in some

aspects, such as to find out the main idea, find out implicit information, etc.The

researcher then designed group consisted of 5 students with different ability, so that

the students who had good ability could help the others to comprehend the text, to

answer the questions correctly and to get better score for English. By discussing in group, they also could share the idea each other, give comment and feedback. That was a more interactive learning than before where they only received the text then did the tasks. Therefore, this learning strategy was explored well based on the students’ need.

In the other hand, the researcher wanted to activate schema or background knowledge of the students as the learning strategy with its certain procedures. She prepared it well by determining the topic of the text which was familiar for the students, so that they could follow every single step during learning process. It was important because when the topic was unfamiliar for them, they just could imagine, not call their background knowledge. It was because of reading comprehension process involved the reader’s ability to make relationship between their background knowledge with the purpose of reading and the meaning of the text. Finally, the students showed their progress in comprehending a text by the improvement of their score of Pre-test, Post test 1 and Post test 2. Besides they reached KKM, they also created a good situation of learning proces.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the whole discussion, the researcher conclude that: First, the

implementation of Schemata teaching tehnique as the learning strategy can improve

the students’ reading comprehension at the eighth grade of SMP Negeri 8 Selayar

in 2018/2019 academic year. The main aim of this action research that was to

improve the students’ reading comprehension through the implementation of

Schemata teaching tehnique as the learning strategy was reached well. Second, The

teaching process of reading comprehension through Schemata teaching tehnique

make the class situation interactive. Besides improving students’ reading

comprehension in the form of mean score as the learning result, it can be seen that

the mean score of post-test was higher than the mean score of pre-test. The mean

score of pre-test in cycle I was 67.74 and cycle II was 71.17. While, score of post-

test in cycle I was 78.61 and cycle II was 80.52. So the implementation of schemata

can enhance students’ interest in learning English especially reading and the

teaching process through Schemata teaching tehnique also make the class situation

interactive. That was because the procedure of questioning let the class make

feedback. The researcher actively gave the students a lots of questions during the

whole procees of learning, started at pre-reading activity as a brainstorming, during

reading to find out all of the informations of the text, then after reading to draw a

conclusion of the text. In the other hand, the students was motivated to answer the

researcher’s questions, correct or not was okay, the researcher really appreciated

their efforts to take a part in the learning process. In the end of the meeting, the

students even asked to the researcher many thing about topic of the day, and that

was good as an improvement of the students’ motivation.

B. Suggestion

Based on the research finding and conclusion above, the writer would like

to suggest as follows;

1. To the institution

The improvement of students’ comprehension is very important. To

make it real needs several kinds of teaching media. The institution should

provide these instruments to support learning process especially English.

2. To the English Teacher

Teachers have a crucial influence to be successful in learning English.

The teacher should be more creative to create a new technique in learning

English especially reading. Teachers also give students motivation to learn

English seriously. They need additional instrument to make students more

understand the subject easily.

3. To the students

Students should develop their awareness in learning English, while

English as a subject in final examination. They have to be more active during

the lesson. Students need more rehearsal in English subject in order to make

them familiar with English words. They also become braver to present their

idea in front of class after the session of discussion.

4. To other researcher

Hopefully, the other researcher can take several advantages from this

research. Based on the description above, the writer would like to suggest the

other researchers that the result of this action research can be used as

additional reference for the next research.

Finally, it can be concluded that the use of Schemata teaching tehnique is

one of the alternative English learning method, especially for reading

comprehension. That is essential because basically reading comprehension

process involves the reader’s ability to make relationship between their

background knowledge with the meaning of the text. Therefore, this learning

strategy is appropriate to be implemented in daily learning activity, moreover

reading is essential skill for junior high school.

BIBLIOGRAPHY

Alderson J., C. 2000. Assessing Reading. Cup

Ajideh, P. (2006). Schema-Theory Based Considerations On Pre-Reading Activities In Esp Textbooks. The Asian Efl Journal, 16, Available Online On Http://Asian-Efl Journal.Com/November_2006_Vol16_Art2.Pdf.

Bartlett F. C. 1932. Remembering Cambridge University Press

Brown, H. Douglas. 2001. Teaching By Principles: An Interactive Approach To Language Pedagogy. San Fransisco: Longman.

Bungin, Burhan. 2012. Analisis Data Penelitian Kualitatif. Raja Grafindo Persada. Jakarta

Dewi, Kurnia Citra. 2013. Improving The Reading Comprehension Of Grade Viii Students At Smpn 1 Melati Using Schema Activation Strategy In The Academic Year Of 2013/2014. Yogyakarta. UNY

Eliza, Syafni. 2011. The Correlation Between Students Formal Schemata And Reading Comprehension Of Narrative Text At Science Class. Pekanbaru. UIN Suska Riau

Harmer, Jeremy. 2001. The Practice Of English Language Teaching, 3rd Ed, New York: Pearson Education Limited

Hastuti, Dwi. 2015. Improving Students Reading Comprehension Through Schema Activation Strategy. Surakarta. Slamet Riyadi University

Klingner, Janette K., Sharon Vaughn And Alison Boardman. 2007. Teaching Reading Comprehension To Students With Learning Diffculties. New York. The Guildford Press

Nuttal, C. 2005. Teaching Reading Skills In A Foreign Language. Oxford, Uk: Macmillan Education.

Pang, S, E. Et. Al. 2003. Teaching Reading. France: International Academy Of Education.

Richard, Jack C And Willy A Renandya. 2002. Methodology In Language Teaching: An Anthology Of Current Practice. Cambridge University.

Rumelhart, D.E. (1980). Schemata: The Building Blocks Of Cognition. In R.J. Spiro, B.C. Bruce, & W.F. Brewer (Eds), Theoretical Issues In Reading Comprehension (Pp.33-58). Hillsdale, Nj: Lawrence Erlbaum.

Saputra, Indra. 2013. The Correlation Between Content Schemata And Reading Comprehension On Expository Text Of The Second Year Students At Man Kampar. Riau. Uin Suska Riau

APPENDIXES

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMP 8 SELAYAR Mata Pelajaran : Bahasa Inggris Kelas : VIII Topik Pembelajaran : Recount Text Semester : Genap Alokasi Waktu : 4x40 menit (2 x pertemuan)

1. Standar Kompetensi Membaca 11. Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. 2. Kompetensi Dasar 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar 3. Indikator Penyampaian Kompetensi Setelah mengikuti pelajaran ini, peserta didik mampu. 1. Membaca nyaring bermakna teks recount . 2. Mengidentifikasi langkah retorika dalam teks recount 3. Karakter peserta didik yang diharapkan : gemar membaca rasa ingin tahu kreatif mandiri 4. Materi Pembelajaran Teks berbentuk Recount Langkah retorika dalam teks recount

5. Metode pembelajaran Three Past Technique Schemata Teaching Technique

6. Materi Pokok Recount Text Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative

Generic Structure of Recount 1. Orientation: Introducing the participants, place and time 2. Events: Describing series of event that happened in the past 3. Reorientation: It is optional. Stating personal comment of the writer to the story 4. Language Feature of Recount • Introducing personal participant; I, my group, etc • Using chronological connection; then, first, etc • Using linking verb; was, were, saw, heard, etc • Using action verb; look, go, change, etc • Using simple past tense 5. Examples and structures of the text Our trip to the Blue Mountain Orientation On Friday we went to the Blue Mountains. We stayed at David and Della’s house. It has a big garden with lots of colourful flowers and a tennis court. Events On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then, Mummy and I went shopping with Della. We went to some antique shops and I tried on some old hats. On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos having a shower. Reorientation In the afternoon we went home.

7. Langkah-Langkah Kegiatan Pembelajaran

Pertemuan pertama dan kedua. Kegiatan Fase-Fase Kegiatan Pembelajaran Guru Siswa Pendahuluan Menyiapkan Apersepsi : (5 menit) siswa dan • Salam Menjawab menyampaikan • Berdoa salam dengan tujuan • Cek kebersihan ramah ketika pembelajaran • Cek kerapian guru memasuki ruangan

• Menulis hal-hal yang ingin diketahui berkaitan dengan bacaan yang akan dibahas Menjawab Motivasi : salam dengan • Menjelaskan ramah ketika pentingnya guru memasuki materi yang ruangan akan dipelari berikut kompetensi yang harus dikuasi siswa

Kegiatan Inti Eksplorasi Pretest (50 menit) siswa (70 menit) mengerjakan pretest

Elaborasi Guru memberikan Siswa membaca materi berupa teks nyaring teks fotocopy kepada setiap recount siswa Guru menyampaikan materi menggunakan schemata teaching technique Guru menjelaskan apa recount teks beserta generic scturture Guru memberikan soal terkait dengan teks recount sebagai evaluasi Konfirmasi Guru bertanya jawab tentang hal-hal yang belum diktahui siswa Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan .

Kegiatan Guru membuat Penutup simpulan pelajaran (5 menit) Guru melakukan penilaian kegiatan yang sudah dilaksanakan secara konsisten dan terprogram; Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.

8. Sumber belajar 1. Buku bahasa inggris kelas VIII

9. Penilaian Indikator Teknik Bentuk Contoh instrument instrument

Trip to Prambanan 1. Membaca temple nyaring teks I went to bermakna Tes praktik Prambanan temple last narrative dan tertulis holiday. I went there recount with my family. We 2. Mengidentifikasi travelled by car. It was langkah retorika my father’s plan to have dalam teks a trip. We went on narrative dan Sunday, January 3, recount. around 8 a.m. after leaving house, the car which was driven by my father rolled fast toward the temple. We passed many towns long the way. We enjoyed the beautiful view. Around 10 a.m. we arrived at Prambanan temple. Father parked the car in the parking area. After that, father bought ticket to enter the area. We walked around while enjoying the view

to reach the temple. They also offered traditional food and souvenirs. We enjoy the temple very much. The weather was sunny. So, it was a good time to walk around while seeing the temple it was very exciting. a. Instrumen: Read the text about ‘Trip to Prambanan Temple’ and answer the questions below. Questions: 1. What is the text about? 2. When did the writer go to Prambanan Temple? 3. Where did father parking his car? 4. Find the generic structure of the text! 5. Mention 3 the language features of the text!

b. Pedoman Penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 3 2. Jumlah skor maksimal x 3 = 15 3. Nilai maksimal = 10 푆푘표푟 푃푒푟표푙푒ℎ푎푛 4. Nilai Siswa = ×10 푆푘표푟 푀푎푘푠𝑖푚푎푙 c. Rubrik Penilaian Uraian Skor Isi benar, tata bahasa benar 3 Isi benar, tata bahasa kurang tepat 2 Isi dan tata bahasa kurang tepat 1 Tidak menjawab 0 Catatan : Untuk peserta didik yang tidak memenuhi syarat KKM maka diadakan remedial.

Mengetahui, Kepala sekolah Guru Mata Pelajaran

Drs. Harpin A. Irwin Maulana NIP.

Quantitative Analysis of Cycle I and Cycle II

CYCLE I

a. The result of pre-test and post-test

Table 3.1. Score of Pre-test 1 and Post-test 1

No. Nama Pretest I Posttest I Pre Post D2 (X) (Y) (D) 1. A.H H 54 74 20 400

2. A D B 63 72 9 81

3. A A G 57 75 18 324

4. A J 68 73 5 25

5. A M J 73 88 15 225

6. A S 65 75 10 100

7. A 68 73 5 25

8. C A 72 79 7 49

9. D P 56 68 12 144

10. F P S 69 73 4 16

11. I 81 86 5 25

12. M T 64 77 13 169

13. M. H R 69 83 14 196

14. M R 72 79 7 49

15. M. T I 67 73 6 36

16. N N A 80 85 5 25

17. N A 65 78 13 169

18. N F A 68 83 15 225

19. N S 72 89 17 289

20. P R 76 87 11 121

21. S 77 82 5 25

22. T F Y 59 75 16 256

23. W A 63 81 18 324

∑ 1558 1808 250 3298

Mean 67,74 78,61

D : The differences between pre-test and post -test.

D2 : The differences between pre-test and post-test in quadrate.

b. SD of pre-test and post-test

∑퐷2 ∑퐷 2 3298 250 2 푆퐷 = √ − ( ) = √ − ( ) 푁 푁 23 23

= √143,4 − 118,15 = √25,25

= 5,025

c. T-test calculating

∑퐷 [ 푁 ] 푡 = 0 푆퐷 [ ] √푁 − 1

250 [ ] = 23 5,025 [ ] √23 − 1

10,87 = 1,1

= 9,882

d. Giving interpretation t-test

1) Calculate of df

df = n-1

= 23-1

= 22

2) Conduct with t-table value

With df = 22, the value of t-table with level of signification 5 % is

2,069.

3) Comparing 푡0 and t-table

푡0 = 9,882 therefore 푡0 is greater than t-table with level of significance

4) Conclusion

Because of 푡0 is greater than t-table, (9,882 > 2,069), it means that, 퐻0 is rejected.

So, it can be concluded that there is significant differences between pre-test and post-test.

CYCLE II

The result of pre test 2 and post test 2

Table 3.2. Score of Pre-test 2 and Post-test 2

No. Nama Pretest 2 Posttest 2 Pre Post D2 (X) (Y) (D) 1. A. H H 60 78 18 324

2. A D B 80 86 6 36

3. A A G 78 88 10 100

4. A J 80 83 3 9

5. A M J 75 79 4 16

6. A S 60 72 12 144

7. A 79 85 6 36

8. C A 68 80 12 144

9. D P 63 76 13 169

10. F P S 68 82 14 196

11. I 70 80 10 100

12. M T 67 73 6 36

13. M. H R 65 72 7 49

14. M R 82 86 4 16

15. M. T I 75 78 3 9

16. N N A 79 90 11 121

17. N A 64 82 18 324

18. N F A 77 87 10 100

19. N S 70 81 11 121

20. P R 66 78 12 144

21. S 83 89 6 36

22. T F Y 67 77 10 100

23. W A 61 70 9 81

∑ 1637 1852 215 2411

Mean 71,174 80,522

D : The differences between pre-test and post-test.

D2 : The differences between pre-test and post-test in quadrate. b. SD of pre-test and post-test

∑퐷2 ∑퐷 2 2411 215 2 푆퐷 = √ − ( ) = √ − ( ) 푁 푁 23 23

= √104,8261 − 87,382 = √17,4441

= 4,177 c. T-test calculating

∑퐷 [ 푁 ] 푡 = 0 푆퐷 [ ] √푁 − 1

215 [ ] = 23 4,177 [ ] √23 − 1

9,348 = 0,9

= 10,39

d. Giving interpretation t-test

1) Calculate of df

df = n-1

= 23-1

= 22

2) Conduct with t-table value

With df = 22, the value of t-table with level of signification 5 % is

2,069.

3) Comparing t-test and t-table

T-test = 10,39 therefore t-test is greater than t-table with level of

significance 5 %

4) Conclusion

Because of 푡0 is greater than t-table, (10,39 > 2,069), it means that, 퐻0 is rejected.

So, it can be concluded that there is significant differences between pre-test and post-test.

Table 1.1. Scoring Rubric

No Aspects Score 1. Answer addresses most aspect of the question and uses sound reason and 3 cites and explains appropriate examples. Uses skills of evaluation as well as analysis and synthesis

2. Answer deals with most aspects of the question and makes correct 2 inferences although minor error may exist. 3. Answer deals with material on a concrete, literal level that is accurate in 1 most dimensions 4. Answer is unresponsive, unrelated, or inappropriate 0

READING TEST A. Cross a, b, c, or d for the correct answer! Text for no. 1-5 Last Thursday might be a troublesome day for Leo. He took a nap peacefully before he suddenly woke up and remembered that he had to go to a Japanese course. It was late already but Leo didn’t want to miss a day of such an interesting learning process. He was in hurry when he realized that he forgot where he put his motorcycle’s key. He asked everyone a loud; panicking. His mother then hurriedly passed the key, saying “Don’t just put your things in anyplace like that!” Leo just replied it with an “okay”. When he wanted to rush his motorcycle to the course site, he remembered that he had to return a comic to the rental that day so he asked his sister to give the comic back to him. Time went by and gave the comic so slowly that Leo almost lost his patience. In his way, the tire of his motorcycle slipped in a hole and Leo fell down. It was raining that day. None helped him so he had to get up himself and continued his ‘journey’ to get the knowledge along the windy and rocky road. What a day! 1. Who was the story about? a. Leo’s mother b. Leo’s teacher c. Leo’s sister d. Leo 2. When did Leo have his pesky day? a. On Tuesday b. On Thursday c. Last holiday d. Last Sunday 3. What was remembered by him after waking up? a. To return a comic b. To look for his key c. To go to Japanese course d. To take a nap 4. Why made him almost lose his patience? a. He was late

b. He lost his key c. He fell down the road d. His sister was being slow 5. Who helped him when he feel down? a. His mother b. His teacher c. His sister d. Himself Text for no. 6-10 I was very happy yesterday. My father took me to the zoo in the morning. We went there by car. It was very sunny. So we walked around the zoo while seeing the animals there. We also bought some foods and drink. First, we went to very large open area where the big elephants’ were there. Then, we came to the bird cage. There were many kinds of bird. They looked beautiful and colorful. We also saw monkeys and gave them peanuts. They acted so funny. We saw all animals there. After seeing all animals there, we went home. We were very tired but happy. 6. How is the structure of the text? a. Orientation, complication, resolution b. Orientation, events, reorientation c. Orientation event twist d. Issue, argument, conclusion 7. Where did the writer go yesterday? a. To the zoo b. To the beach c. To the shopping centre d. To the market 8. With whom did the writer go there? a. With the writers friend b. With the writers sister c. With the writers father d. With the writers brother 9. What did they see first at the zoo? a. They saw kinds of bird b. They saw monkeys c. They saw foods and drink d. They saw elephants 10. How was the weather? a. It was windy b. It was cloudy c. It was rainy d. It was sunny Text for no. 11-15

Karunia (11)….camping last week. She went with her best friends. She (12)….so happy because she could enjoy the time together with her friends. They (13)…..a song together in the night. They (14)….and shared everything before they slept. She also (15)…around the forest in the morning. She enjoyed it very much. 11.a. going b. went c. gone d. will go 12.a. was b. is c. were d. are 13.a. sings b. were singing c. singing d. sang 14.a. talking b. talked c. talks d. has talked 15.a. walked b. walks c. walking d. walk Text for no. 16-20 When Anne was walking home from English course last week, she saw an accident. A bus hit a car from behind. The bus driver could not control the bus because he drove very fast. The bus stopped but the bus driver ran away and disappeared. The traffic was not so crowded so none could catch him. No one came to help the woman who drove the car. She was badly injured. Anne called the police and tried I find help for the victim. Soon, the police came. They brought the victim to the hospital. After that, the police asked her some questions. She told them what happened. 16. What did Anne see on the way home last week? a. Fire b. Flood c. Accident d. Disaster 17. Why couldn’t the bus driver control the car? a. Because he was sick b. Because he drove very fast c. Because he was stressful

d. Because he was sleepy 18. What happened to the car driver? a. She died b. She ran away c. She was so happy d. She was badly injured 19. What did Anne do to help the victm? a. She called the police b. She did nothing c. She brought the victim to the hospital d. She ran away 20. The word victim has a similar meaning with the word…. a. Driver b. Casualty c. Performer d. Murderer Text for no. 21-25 Jane : what will you wear on your party? Sasa : I don’t know. I am still thinking about which one to wear Jane : I think you better wear the pink dress. You look good on it. Sasa : I don’t think so. The pink dress is a bit outmoded. My mother has bought a new dress for me. I like it, but the color is yellow. It won’t be a good match with my pink shoes. What do you think? Jane : why don’t you use other shoes? You have white one, right? White can fit any color. Sasa : are you sure? Jane : uh-hum, I totally think so! Sasa : well then. I will wear the yellow dress and whte shoes. 21. What was Jane’s opinion about the pink dress? a. It was out of fashion b. It was match with any color c. It fits Sasa d. It was modern 22. Which one of the expressions below showing disagreement? a. I don’t think so b. I think you’d better wear the pink dress c. I think you ha better wear other shoes d. Are you sure? 23. Why didn’t Sasa want to wear the pink dress? a. It’s modern b. It’s out of fashion c. It’s too expensive d. She did not have the pink dress 24. What color of shoes would Sasa wear?

a. Pink b. Yellow c. White d. Black 25. What dress would Sasa wear? a. Pink b. White c. Green d. Yellow B. Read and answer the question! My family was so busy yesterday. It was because my uncle’s family would come to visit us. Mother and sister were cooking the whole afternoon after they arrived from a market near our house. They made a lot of biscuits for my cousins. I wanted to ask them to make a black forest cake for me, but I couldn’t bring myself to say the request. It would only add up their work. I cleaned our house by sweeping the floor. My brother mopped the floor after I finished doing my task. My father picked y uncle’s family in the airport and came back home with them around 8 p.m. I was excited to welcome them all. 1. How many children did the parents have? 2. what happened yesterday? 3. what did the mother and sister do before cooking? 4. did the writer request to have a black forest cake anyway? 5. how did the uncl’s family arrive at the city in which the writer is living? C. Essay Read the Text Carefully The holiday had come. At first, I had no ideas how to spend my free time. I had no plan because I knew my parents were very busy. My father was finishing his project, while my mother had to take care my little sister. She was just five months. Luckily, one of my friends, Zaki, didn’t have any plans either. So he came to my house nearly every day during the holiday. We did a lot of things. On the first day, we went around the city by motorcycle. We stopped by at some malls in the city and enjoyed window shopping. The next day I thought Zaki how to play volleyball. It took three days for him to be able to do the service go well. We spent the last two days by visiting museum in our city: Ronggowarsito and MandalaBakti museum. We learnt a lot of from the things displayed in the museum. Answer the questions

1. Why did the writer have no ideas to spend his holiday? 2. What was his father doing then? 3. How long was the holiday? 4. Mention the things the writer did during the holiday. 5. It took three days for him to be able to do the service. DOCUMENTATION

BIOGRAPHY

Andi Irwin Maulana, born on December 20, 1996 in

Makassar, South Sulawesi Province, to his beloved father Muda

Agus and his dearest mother Risma Neswati as the second of 2

siblings.

The level of education that the author has taken starts from SD Inpres

Batangmata Sapo, Selayar Islands district graduated in 2008, then continues his education to the next level at SMP Negeri 2 Bontomatene, Selayar Islands regency graduated in 2011, after that continued at SMA Negeri 2 Selayar, Selayar

Archipelago Regency, South Sulawesi Province graduated in 2014. The author continues his education to a Private Higher Education (PTS) in the city of Makassar.

Faculty of Teacher Training and Education.