Activating Students Schemata In Teaching Reading Comprehension

Fitri Susmiati, Bambang Setiyadi, Ujang Suparman


This research investigated the significant difference between Schema Activation Strategy and Graphic Organizers in students reading comprehension achievement and to find out what reading aspect improves the students reading comprehension better between implementing schema activation strategy and graphic organizers.The sample are two classes of the second grade at SMPN 21 Bandar Lampung. There are two classes and 34 students each class.This reseacrh is quantitative by using one group pretest and posttest design. The instrument is 30 multiple choice reading test. The data is analyzed by using t-test. The result of sig. (2- tailed) was 0.00 for the experimental class one and experimental class two the sig. (two-tailed) was 0.101. It shows that there was a significant difference of schema activation strategy on students reading comprehension but there was no significant difference of graphic organizers on students reading comprehension. The gain scores of reading aspects, it is found that both of experimental classes generally improved for five aspects of reading but in experimental class two, it is tend to increase slightly. Finally, schema activation strategy improves students reading comprehension better than graphic organizers does.

Penelitian ini meneliti perbedaan yang signifikan antara schema activation strategy dan graphic organizers dalam pencapaian pemahaman membaca siswa dan mencari tahu aspek membaca yang paling berpengaruh terhadap pemahaman siswa yang diajar dengan menggunakan schema activation strategy dan graphic organizers. Subjek penelitian adalah dua kelas siswa kelas 8 di SMPN 21 Bandar Lampung. Ada dua kelas penelitian dan masing masing 34 siswa. Penelitian ini adalah quantitatif dengan mengunakan pretest posttest group disain. Instrument penelitian adalah 30 soal pilihan ganda reading test. Data di analisis menggunakan t- test. Hasilnya sig. (two-tailed) adalah 0,00 untuk experimental kelas pertama dan experimental kelas kedua sig. (two-tailed) adalah 0.101. Itu menunjukan bahwa ada perbedaan yang signifikan untuk kelas yang diajar menggunakan schema activation strategy dan tidak ada perbedaan yang signifikan pada kelas yang diajar menggunakan grahic organizers. Berdasarkan pencapaian hasil dari aspek membaca, ditemukan bahwa kedua kelas eksperimen umumnya meningkat dalam 5 aspek membaca tetapi pada kelas experimen kedua cenderung meningkat sedikit. Akhirnya, schema activation strategy meningkatkan pemahaman membaca siswa lebih baik dari pada graphic organizers.

Kata Kunci: Graphic Organizers, Reading Comprehension, Schema Activation Strategy.

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