i

SCHEMATA TEACHING TECHNIQUE TO IMPROVE THE

STUDENTS’ READING COMPREHENSION

(A Classroom Action Research of the Eighth Grade Students of Muhammadiyah

Junior High School Jambu Ambarawa in the Academic Year of 2015/2016)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for

the Degree of Sarjana Pendidikan (S. Pd) English Education Department of Teacher

Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

ISNAENI AGUSTINA

11309024

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMC STUDIES (IAIN) SALATIGA

2016

ii

DECLARATION

In the name of Allah, the Most Gracious the Most Merciful.

Hereby the writer fully declares that this graduating paper is made by

the writer herself. It is not containing any materials and written and has been

published by other people, and from the other people’s ideas except the

information from the reference.

The writer is capable to account for this graduating paper if in the

future this graduating paper can be proved of containing others idea or in fact

the writer imitate the other graduating paper.

This declaration is written by the writer, and she hopes that this

declaration can be understood.

Salatiga, 26 Juli 2016

Researcher

ISNAENI AGUSTINA

NIM 11309024

iii

Salatiga, 26 Juli 2016

Setia Rini, M.Pd

The lecturer of English Education Department

State Institute of Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR’S NOTE

Case : Isnaeni Agustina’s Graduating Paper

Dear,

Dean of Teacher

Training and Education

Faculty

Assalamu’alaikum Wr. Wb

After reading and correcting Isnaeni Agustina’s graduating paper entitled

“SCHEMATA TEACHING TECHNIQUE TO IMPROVE THE STUDENTS’

READING COMPREHENSION (A Classroom Action Research of the Eighth

Grade Students of Muhammadiyah Junior High School Jambu Ambarawa in

Academic Year of 2015/2016). I have decided and would like to propose that if it

could be accepted by the Teacher Training and Education faculty, I hope it would be

examined as soon as possible.

Wassalamu’alaikum Wr. Wb

Counselour

Setia Rini M.Pd

NIP.19750518 200312 2 002

iv

A GRADUATING PAPER

SCHEMATA TEACHING TECHNIQUE TO IMPROVE THE STUDENTS’

READING COMPREHENSION

(A Classroom Action Research of the Eighth Grade Students of

Muhammadiyah Junior High School Jambu Ambarawa in the Academic Year

of 2015/2016)

WRITTEN BY:

ISNAENI AGUSTINA

NIM. 113 09 024

Has been brought to the board of examiners of English and Education Department of

Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN)

Salatiga on September 14th

, 2016 and hereby considered to

complete the requirement for the degree of Sarjana pendidikan (S.Pd.) in English and

Education Department.

Boards of Examiners

Head : Noor Malihah, Ph. D ____________________

Secretary : Setia Rini, M. Pd ____________________

First examiner : Dr. H. Sa’adi, M. Ag ____________________

Second examiner : Rr. Dewi Wahyu M, S.S., M.Pd. ____________________

Salatiga, 26 September 2016

Dean of Teacher Training and

Education faculty

Suwardi M.Pd

NIP 19670121 199903 1 002

MINISTRY OF RELIGIOUS AFFAIRS

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA Jl. Tentara Pelajar No. 02 Telp. (0298) 323433 Pos 50721 Salatiga Website: www.iainsalatiga.ac.id Email: akademik@Salatiga.ac.id

v

MOTTO

Life is like riding bicycle.

To keep your balance, you must keep moving.

Albert Einstein

vi

DEDICATION

In this very glad occasion I would like to dedicate this graduating paper to:

1. My beloved father and mother, Rochyadi and Sukenti love you so much.

2. My beloved brother and wife, mas Eko and mbak Bety, thanks for everything.

3. My beloved husband and son, Arif Sugiyanto and Radhianska Abbas Dzakwan,

thanks for your loves and supports me everyday

4. My counselor Mrs. Setia Rini, M.Pd who always guide and supporting me.

vii

ACKNOWLEDGEMENTS

Assalamu’alaikum Wr. Wb

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

graduating paper entitled “SCHEMATA TEACHING TECHNIQUE TO IMPROVE

THE STUDENTS’ READING COMPREHENSION (A Classroom Action Research

of the Eighth Grade Students of Muhamadiyah Jambu Junior High School in the

Academic Year of 2015/2016). There are many kinds of help received appreciatively

from many people. 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. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies

Salatiga (IAIN Salatiga).

2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.

3. Noor Malihah, Ph.D as the Head of English Education Department of State

Institute for Islamic Studies (IAIN) Salatiga.

4. Setia Rini, M.Pd. as counselor who has brought, espoused, and given the writer

advices, suggestions and recommendations for this graduating paper from

beginning until the end. Thank you for your patience and care.

5. All lecturers in the English Education Department of IAIN Salatiga. Thank you

for all guidance, knowledge, and support.

viii

6. My beloved mother, father, and husband. Thank you for everything (support and

praying) no one better than you.

7. The headmaster, the English teacher, the first year students of SMP

Muhamadiyah Jambu, and all of the teachers and staff, for their cooperation and

all kindly given to me in doing this research.

Wassalamu’alaikum Wr. Wb

Salatiga, 26 Juli 2016

The Writer

Isnaeni Agustina

11309024

ix

ABSTRACT

Agustina, Isnaeni. 2016. “Schemata Teaching Technique to Improve the Students’

Reading Comprehension (A Classroom Action Research of the Eigtht Grade Students

of Muhammadiyah Junior High School Jambu Ambarawa in Academic Year of

2015/2016)”.A graduating paper. English Educational Department. Teacher Training

and Education Faculty. State Institute for Islamic Studies (IAIN). Consultant: Setia

Rini, M.Pd.

Keywords: schemata, technique, reading comprehension.

This research is conducted to describe the implementation of English

teaching to the second year of Muhammadiyah Junior High School Jambu

Ambarawa and the result of teaching English by using schemata teaching technique,

which is taken as a result of reflection on phenomena done by the writer, and it arises

from some specific problems of issues. In this research the writer faces some

problems, such as the students have low motivation in joining teaching-learning

process and they are got the difficulties in understanding some reading texts as

requirements needed to get the good English comprehension. In addition, some of

English teachers felt difficult to find the best method or technique to teach reading.

Here, the writer chooses the schemata teaching technique to teach.

The research method used is classroom action research; it is conducted in two

cycles. Each cycle is conducted in two 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 66 to 75.75 in posttest cycle I, the mean score of pretest 69.88

to 74.17 in posttest cycle II. The percentages of exhaustiveness of each cycle also

show the improvement, with 9.75% in first cycle, 4.29% in second cycle. Here, the

writer 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

Muhammadiyah Junior High School Jambu Ambarawa in the academic year of

2015/2016.

x

TABLE OF CONTENTS

TITLE……………………………………………………………………………. i

DECLARATION………………………………………………………………… ii

ATTENTIVE CONSELORS’ NOTES…………………………………………. iii

STATEMENT OF CERTIFICATION………………………………………….. iv

MOTTO…………………………………………………………………………. v

DEDICATION………………………………………………………………….. vi

ACKNOWLEDGEMENT………………………………………………………. vii

ABSTRACT…………………………………………………………………….. ix

TABLE OF CONTENT………………………………………………………… x

LIST OF TABLES ……………………………………………………………... xii

CHAPTER I INTRODUCTION

A. Background of …………………………………….. 1

B. Problems of the Research ………………………….. . 5

C. Purposes of the Research…………………………… 5

D. Benefits of the Research …………………………… 6

E. Limitation of the Research ………………………… 6

F. Clarification of the Key Terms …………………… 7

G. Paper Organization ……………………….……… . 8

CHAPTER II THEORETICAL FRAMEWORK

A. Previous of the Research ……………………...……… 10

xi

B. Reading …………………………………………….. 11

C. Reading Comprehension .............................................. 16

D. Schemata Teaching Technique ……………………….. 21

CHAPTER III RESEARCH METHOD

A. Setting of the Research……….…………………….……… 28

B. Subject of the Research ………………………………… ..28

C. Method of the Research….………………………………… 30

D. Procedures of the Research ………….…………….............31

E. Technique of Collecting Data………………………..…... 33

F. Standard of Successful Action…………………………...… 34

G. Indicators/ The Nature of Students Reading Comprehension 34

H. Technique of Data Analysis………………………………. 34

CHAPTER IV IMPLEMENTATION OF STUDY AND ANALYSIS

A. Cycle I…….......................................................................... 37

B. Cycle II………………………………………………… …43

C. Analysis of Cycle I and Cycle II…..…………………….. 49

CHAPTER V CLOSURE

A. Conclusion ……………………………………………….... 51

B. Suggestion ………………………………………………… 52

REFERENCES

CURRICULUM VITAE

APPENDICES

xii

LIST OF TABLES

Tables 1.1 Scoring Rubric …………..……………………………………. 16

Tables 2.1 Subject of the Study ………………………………………….. 29

Tables 3.1 Score of Pre-test 1 and Pre-test 1 …………………………..…. 40

Tables 3.2 Score of Pre-test 2 and Pre-test 2 …...………………………… 46

Tables 3.3 Mean Analysis .…………………………………………....….... 49

1

CHAPTER I

INTRODUCTION

A. Background of the Research

English is one of languages that become the most essential language

in the world. It always becomes an interesting subject to be learned, because

there are many activities in our life that need English. In Indonesia English

teaching begins not only at the secondary level, but also since at the

elementary level even at some of kindergarten level. The reasons are to make

students become familiar with English and be able to use this language to

communicate well.

In fact, English material always becomes the most difficult learning

subject beside the other subject such as mathematic because in Indonesia,

English is learned as foreign language and this language has a lot of rules

which are different than Indonesia. This problem is also faced by students in

second grade of Muhammadiyah Junior High School. They feel that English

is unfamiliar and too difficult to be learnt. Students of English of second

language need to master language skills in listening, speaking, reading and

writing.

Reading is verbal interrelated with thinking and with all other

communication abilities-listening, speaking, and writing. Specially, reading is

2

the process of reconstructing from the pattern on the page the ideas and

information intended by the author (Hittleman, 1978). Reading activity is the

one of many ways for opening the gate of knowledge. A lot reading have

meaning that people can get any information in local or international. But in

Indonesia many students do not have the habit of reading good. Based

Ohuiwutun (1996:3) said that the majority of Indonesian people ranging in

age from kindergarten to college they rarely read. Most of student in second

grade of Muhammadiyah Junior High School, still have the average level of

language skill and most of them still difficult in reading. Their

comprehension about reading text also still on the average level, it makes

them feel difficult in understanding the text on test or exercise which is given

by their teacher.

Nowadays, in the teaching reading, the students face some problems.

Firstly, for most students, reading an English text or passage is a very

difficult activity and is considered to raise lots of problems for them.

Secondly, when they are asked to read an English text, a number of students

directly open their dictionary to find out the meaning of words they do not

know yet. In contrast, the students who do not have any dictionary will do

nothing with the text. Thirdly, lots of students are still lack of skill in finding

the main idea of a reading text. Therefore, the teachers need to improve their

3

ways or techniques in helping the students to solve such problems (Mardianti,

Ohoiwutun, Wahyudin, 2014).

The suitable methods and professional teacher are needed to teach

these needs. In fact, English teaching learning processes in Indonesia still

have no proportional place and time, so teachers cannot teach their students

maximally. For example, English teachers in Muhammadiyah Junior High

School only get 4 hours in a week, and this limited time makes them feel

difficult to teach their students well. To overcome that problem, there are

many methods which are offered to help teacher in teaching English. Every

method has special advantages and different ways. For example, a

methodology may be appropriate to teach speaking, but not appropriate to

teach reading, so teachers should work hard to choose the effective method to

teach all of these skills.

Thus, it needs to find the method to resolve in order to improve

learning which is able to increase student language skills in reading. In

education development, schemata technique is the one from the most ways to

developing reading comprehension. That schemata plays an important role in

the process of reading (Xiao-hui : 1982). The term schemata were first used

in psychology by Barlett in Remembering: A Study in experimental and

social psychology. He claimed “an active organization of past reaction or

experience, which must always be supposed to be operation in any well-

4

adapted organic response” (Barlett, 1932). Later schemata was introduce in

reading (Rumelhart, 1980), (Carell, 1981), and (Hudson, 1982) when

discussing the important role of background knowledge in reading

comprehension. Schemata as “a data structure for representing the genetic

concepts stored in memory” (Rumelhart, 1980).

In this graduating paper, researcher is considered that schemata are

one of the techniques that can improve student proficiency in language skills

and increase their reading in learning English. The writer chooses this topic

because of the following considerations. First, Schemata teaching technique

is considered to create the teaching learning process effectively especially for

teaching the language skills and reading. Second, the effective learning

teaching process will improve student reading comprehension. Based on

these situations, the writer tries to conduct a research about the improvement

of schemata technique in student reading comprehension.

Based on the explanation above, researcher wants to hold scientific

research about “SCHEMATA TEACHING TECHNIQUE TO IMPROVE

THE STUDENTS’ READING COMPREHENSION (A CLASSROOM

ACTION RESEARCH OF THE EIGHTH GRADE STUDENTS OF

MUHAMMADIYAH JUNIOR HIGH SCHOOL JAMBU AMBARAWA IN

THE ACADEMIC YEAR OF 2015/2016)”.

5

B. Problems of the Research

There are many problems of language teaching that can be identified as

research’s subject. The problems discussed in this research are as follows:

1. How is the implementation of using schemata teaching technique to

improve student reading comprehension at the eighth grade of

Muhamadiyah Junior High School Jambu Ambarawa in the academic

year of 2015/2016?

2. To what extent of schemata teaching technique to improve the

students’ reading comprehension at the eighth grade of

Muhammadiyah Junior High School Jambu Ambarawa in the

academic year of 2015/2016?

C. Purposes of the Research

Generally, the purposes of the research are to find out the improvement of

schemata teaching technique in students reading comprehension.

Specifically, the purposes of the research are:

1. To describe the implementation of schemata teaching technique to

improve the students’ reading comprehension of the eighth grade

students of Muhammadiyah Junior High School Jambu Ambarawa in

the academic year of 2015/2016?

6

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

reading comprehension of the eighth grade students of Muhamadiyah

Junior High School Jambu Ambarawa in academic year of

2015/2016?

D. Benefits of the Research

This research gives many benefits to

a. The writer. It is expected to add insight to understand about

teaching and literacy.

b. 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

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

and enrich their knowledge about schemata teaching technique.

E. Limitation of the Research

The research is limited by the writer on analyzing the kind of about

schemata teaching technique to improve student reading comprehension. The

schemata teaching technique becomes the main focus where researcher is

going to conduct a classroom action research.

7

F. Clarification of the Key Terms

To avoid misunderstanding in understanding the title above, the writer

needs to clarify some terms in the title above, namely:

a. Schemata

Schemata as a data structure for representing the

genetic concepts stored in memory (Rumelhart, 1980).

b. Technique

A way of carrying out a particular task, especially the

execution or performance of an artistic work or a scientific

procedure (Oxford Dictionary, 2007)

c. Reading comprehension

Reading comprehension is a function of the nature of

the text itself and of the extent to which the reader possesses,

uses, and integrates pertinent background knowledge, or

schemata (Mourer, 1991).

d. Muhammadiyah Junior high school Jambu Ambarawa

Muhammadiyah Junior high school Jambu Ambarawa

is one of state junior high school in Jatirejo street no. 17, Jambu

district in Ambarawa city sub district, Semarang regency.

There, most of the students are muslim and all of the teachers

8

are muslim too. It has good building and good facilities to

support teaching learning process.

G. Paper Organization

The writer wants to arrange the thesis in order that the reader can

understand the graduating paper easily. The graduating paper consist of five

chapters:

Chapter I is introduction which discusses background of research,

problems of research, purpose of research, benefits of research, limitation of

research, clarification of key terms and paper organization. Chapter II present

previous research review, theoretical review of schemata teaching technique,

which presents the description of schemata teaching technique. Chapter III is

presented about the Muhammadiyah Junior High School Jambu Ambarawa,

method of research, procedures of research, technique of collecting data,

standard of successful action, and technique of data analysis. Chapter IV is

finding the language and discussion about the using of schemata teaching

technique. Chapter V is closure that deal with conclusion and suggestion. It is

summary and results the analysis of graduating paper. The last part is

bibliography and appendix.

9

CHAPTER II

THEORETICAL FRAMEWORK

H. Previous of the Research

One work that the writer revied is Susiani’s work (2009) the title is “The

Use of Mind Mapping to Improve English Achievement on Reading of the Second

Year Students of MTS Al-Ijtihad Pabelan in the Academic Year of 2008/ 2009 (A

Classroom Action Research)”. 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 of Susiani’s graduating paper is the mean score of pretest

55.19 to 69.95 in post test cycle I, and the mean score of pretest 69.56 to

78.31 in post test cycle II. The result tells that mind mapping method can

10

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.

And the one part with other part has connection

I. Reading

1. The Definition of Reading

A teaching learning process, reading is the important activity.

Reading is not only source information, but also an active process which

consist of recognition and comprehension skill. Reading is the important

stage in learning. Many definition and explanation of reading have been

purposed, some complementary to one another, others contradictory.

The process of learning to read in one native’s language is the

process of transfer from the auditory signs for language signals, which the

child has already learned, to the new visual signs for the same signals (Fries,

1963). Other definition, reading thus is the process of giving the significant

intended by the writer to the graphic symbols by relating them to one’s own

fund of experience (Dechant, 1970). Then, reading has been described as

social interaction between the author of the book and the student (Ziller,

1964).

Based on the definition, the writer concludes that in many schools

reading is a teacher-centered activity. Students are taught that to read is to

11

call words aloud, fluently, and with good expression. Subsequent to reading

the student has been expected to recall factual information accurately in

responses to teacher-initiated questions. There have been rules to learn,

repeated exposures to flash cards, work- sheets to fill at a desk, and a word

"reader" to read. In many primary classrooms reading has been a subject

taught separately from math, social studies, spelling, and handwriting.

Reading has been a time when special skills were to be exercised,

memorized, and, ostensibly, transferred

2. Types of Reading

Purposes Kharsen (1987:7) Reading skill can be distinguished at least

four types as follows:

a. Skimming: is making uses the same approach, except that instead of

concentrating on specific information, we are looking for the main idea or the

general gist of the passage. Example: identifying significant words details

and ideas.

b. Scanning: is making quickly over view of passage, looking for specific

information. Example: scanning exercise may asked students to look for

names or dates, to find a definition of key concept or too list certain number

of supporting details.

12

c. Extensive reading: is rapid reading for main ideas of large amount of text.

Example: students found the main ideas of a large amount of text.

d. Intensive reading: is reading for complete understanding of entire.

Example: the students could understand the content and meaning in the text.

3. Aspect of Reading

According to Dalmann (1982:25) some of the aspects of reading

which deserve described as follows:

a. Word Recognition

Reading is chiefly skill in recognizing words, continue to enjoy

support in respectable and influential quarters. Today the favorite

of adherents to this view of reading is decoding the printed page

that is recognizing the oral equivalent of the written symbol.

b. Comprehension

The vast majority of teachers do not endorse the claim that the

individual who can recognize words can read. To them,

comprehension is an absolute necessity in reading.

c. Reflection

Many educators have pointed out that the word recognition and

comprehension do not the total of reading act, during the process

of reading when defined as gaining meaning from the printed

13

page. It is necessary to be able to mold ideas as they occur and

conceptualize meaningful interpretation through reflection.

4. Models of Reading Process

Based on Li Xiao-hui (2007:19) psychologists have generally

distinguished three kinds of processing, they are:

a. Bottom-up model

Bottom up model of reading process holds the view that reading

process of building symbols into words, words into sentences and

sentences into the overall meaning, which reflects traditional

attitudes towards reading.

b. Top-down model

Top-down model emphasize the use of readers real words

knowledge in memory. The most influential and comprehensive

top-down mode is put forward by Kenneth S. Goodman (1967),

“the goal of reading is constructing meaning in response to text; it

requires interactive use of grapho-phonic, synthetic, and semantic

cues to construct meaning”.

c. Interactive model

From the discussion above, it can be concluded that both bottom-

up and top-down models have limitations. The recognition of this

14

result in a more comprehensive reading process, namely,

interactive models which is an interaction of bottom-up and top-

down models claiming hat prior knowledge and prediction

facilitate the processing of input from the text.

5. Reading Assessment

In Brown (2004: 67-68) he stated that the description of IELTS Test

of Academic Reading Illustrates the range of techniques that are now being

employed in the testing of reading are:

A variety of questions are used, chosen from the following types:

1. Multiple- choice

2. Short answer questions

3. Sentence Completion

4. Notes/ Summary/ Diagram/ Flow Chart/ Table completion

5. Choosing from a heading bank for identified paragraph/ sections of the text.

6. Identifications of writer’s view/ attitudes/ claims/ yes/no/ not given

7. Classification

8. Matching Lists

9. Matching Phrases. (International English Language Testing System Hand Book. 1999 and Specimen Materials. 1997.)

Multiple choice questions used to be by far the commonest way for assessing

reading. According to Brown (2004: 67) there are two principles that stand out

in support of multiple-choice formats, of course, practicality and reliability,

with their predetermined correct responses and time saving scoring procedures.

15

Multiple-choice offer overworked teachers the tempting possibility of an easy

and consistent process of scoring and grading.

Table 1.1. Scoring Rubric

No

.

Aspects Score

1. Answer addresses most aspect of the question and uses

sound reason and cites and explains appropriate

examples. Uses skills of evaluation as well as analysis

and synthesis

3

2. Answer deals with most aspects of the question and

makes correct inferences although minor error may

exist.

2

3. Answer deals with material on a concrete, literal level

that is accurate in most dimensions 1

4. Answer is unresponsive, unrelated, or inappropriate 0 Source: North Carolina Department of Public Instruction

B. Reading Comprehension

1. The Definition of Comprehension

Comprehension is something important in reading. Without

comprehension, people can’t understand what kind of information in the

text. Based Dallman (2004) is that reading with comprehension is meant

constructing meaning from what is being perceived in writing.

Comprehension doesn’t “happen” at one point; rather, it is a process

that takes a place over time. During this time, good readers are active in

constructing meaning through the processes of interacting or transacting

with what they read and integrating this knowledge with what they already

know. (Harvey & Goudvis, 2007; Anderson, Hiebert, Scott & Wilkinson,

1985; Paris & Oka, 1986; Rosenblatt, 1985).

16

2. The Type of Comprehension

According to Dallman (1982:182) there are many kind of comprehension

b. The factual level

Reading on the factual level pertains to skill in understanding the

information that is directly stated in the written material. Understanding at

this level is closely related to the ability to read inferentially and critically.

Among the skill required for the reading at the factual level are:

Knowing the meaning of words

Finding the main idea

Selecting significant details

Following directions

c. The level of generalization

Where the reader generalized on what he reads

d. The critical level

Where the reader evaluates what he reads in terms on the purpose of

the author and the reliability and validity of the material.

3. Factor Affecting Comprehension

Based on Dallman (1982: 165), the teacher must understand the

factors that affect comprehension if he is to help individuals overcome

their shortcomings in comprehending what they read. These are typical of

17

problems of individuals who have difficulty in understanding what they

read:

a. Difficulty of material

One of the major causes of lack of comprehension on the part

of boys and girls is that teacher expect them to read material beyond

their level.

b. Intelligence

All the mechanical reading skill in the word will not enable

him to read materials involving abstraction beyond the level of his

mental development.

c. Environment

The extent to which the environments affect comprehension

varies with individuals.

d. Emphasis of word recognition

Methods of teaching that concentrate on the recognizing of

individual words but neglect attention to meanings that can be derived

from connected discourse may account for deficiencies in

comprehension.

e. Emphasis on oral reading

Oral reading can have either a desirable or detrimental effect

on comprehension.

18

4. General Procedure for Improving Comprehension

Improvement in comprehension skill can be brought about in the

same manner that growth in almost all other reading abilities can be

stimulated (Dallman, 1982).

a. Improvement through incidental means

In the term incidental means is used to refer to all types

of reading situations other than those involving practice exercises,

there are many ways in which comprehension skills can be

improved during the regular reading period by such means. Much

of the reading of beginning, for example, deals with reading to

answer questions.

b. Improvement through practice exercise

A program of improvement in comprehensions skills

similar to the type just describe will be sufficient. However, many

will profit greatly if they are also given direct practice in the form

of exercise to help them develop skills in comprehending what

they read.

5. Development of Comprehension Skill through Reading Lessons

All of the comprehension skills can be developed in part through

reading lesson without recourse to definite practice exercise. This section

is devoted to demonstrating how growth in the various skills can be

19

encouraged in these lessons. According to Dallman (1982:202) the

suggestions are based on selections from one reading series that is using a

story at the lower-primary reading level.

For an example of how various comprehension skills can be

highlighted in the story at the lower-primary reading level suggestion are:

i. Finding the Main Idea

The pupils may read the story to decide whether it

would be a good one to read to another group or

whether it would be suitable for a dramatization, a

puppet play, or a home-made “movie” if they had been

planning to engage in one of those activities.

ii. Selecting Important Details

If the pupils decide to dramatize the story or to give a

puppet play or to make a “movie” of it, they may need

to read the story carefully in order to decide what

details and actions to include.

iii. Following Directions

The teacher may write on the chalkboard directions.

iv. Summarizing and Organizing

Although most work on writing summaries is usually

postponed until pupils are n a higher reading level.

20

v. Arriving at a Generalization

The teacher might ask pupils what lesson they think

about story, may have learned from story experiences.

vi. Predicting Outcomes

During the course of reading the story, the teacher may

at appropriate places make comments and ask question.

vii. Answering Questions

After the pupils have read the page, the teacher might

ask the class what they think.

viii. Sentence Comprehension

If the pupils have difficulty in comprehending, the

teacher may ask them to tell in their own words practice

in formulating good sentences as they discuss what they

read help pupils in the comprehension of the meaning

of written sentences.

ix. Comprehension of a Longer Selection

On the basis of story, pupils can be helped in learning

to read longer selections more effectively by

performing.

6. Schemata Teaching Technique

1. The Definition of Schemata Teaching Technique

21

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.

22

2. 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

23

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.

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

24

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

25

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

26

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.

27

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

28

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.

29

CHAPTER III

RESEARCH METHOD

A. Setting of Research

This research was carried out in Muhammadiyah Junior high school Jambu

Ambarawa is one of state junior high school in Jatirejo street no. 17, Jambu

district in Ambarawa city sub district, Semarang regency and Central Java

province. Muhammadiyah junior high school has four classes, the first grade

consist of one classes, two classes for the second grade, and one classes for the

third grade. The research would be applied for the students of second grade in

this school. The location of this school is in village, so the situation is not noise

and low pollution. The students come from areas around Jambu district. Students

have under average of language skills and they seemed difficult in learning

English. The classroom action research was done on April 2016 until May 2016.

B. The Subject of Research

The subject of the study is the second grade of students of

Muhammadiyah junior high school jambu. The second grade consists of two

classes the amount of student is 49. This condition makes the researcher uses

cluster random sampling technique in taking the sample. Cluster random

sampling is the technique of selecting a sample of groups of small units.

Another reason is because by using random sampling, every members of

30

population both individually or groups have the same opportunities to become

members of the sample (Suryabrata, 1995). The groups have the same

characteristics, because the divisions of classes are conducted at random not

based on the score of higher or lower, So that every class consists of various

levels of intelligence of students. The researcher takes the sample randomly, and

she takes class VIIIB as the sample with 24 students.

Table 2.1

Subject of the Study

Number of Students Names of students

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Achmad Nizar

Ade Risma Fitriyani

Ahmat Komarun

Bagas Ade Dwi S

Cantika Berlian K

Catur Budi P S

Dani Ardiansyah

Deni Kurniawan

Desi Rahwati

Defa Bintang

Elsa Dwi Safitri

Estiyoko

Hertanto

Kevin Febrian P

Khofifah

Klarisa Regita

31

17

18

19

20

21

22

23

24

Mukhammad Rifai

Ramadhanty Dwi

Regar Adi H

Rivaldi Alan R

Sri Romadhonah

Wahyu Arafi

Wildan Al Akbar

Zidane Bimantoro

C. Method of Research

In this research the writer used classroom action research. There are some

definitions of action research first, action research is an effort to accurate the

learning activities in the form of an action that deliberately raised and occur

together in the classroom and there are four steps that prevalent to be done, they

are planning, acting, observing, and reflecting (Arikunto, 2006).

Second, action research is a form of self-reflective enquiry undertaken by

participants in social (including educational) situations in order to improve the

rationality and justice of (a) their own social or educational practices, (b) their

understanding of these practices, (c) the situation in which the practices are

carried out (Kemmis in Hopkins, 1993).

Third, action research is a systematic study of attempts to improve

educational practice by groups of participants by means of their own reflection

upon the effects of those actions (Hopkins, 1993).

32

Based on the definitions above, the researcher can conclude that action

research is a form of research that applying an idea in a social or educational

situation in order to improving or changing something to be better, or to get a

real effect on the situations.

The researcher uses classroom action research because by using this

method, she can identify the real problems faced by students, and gets the

considerations to determine the best method to solve them in order to improve

their English achievement.

D. The Procedures of Research

This research was conducted in two cycles. Each cycle was conducted in

two meetings. Each cycle consist of planning, action, observation, and reflection.

a. Planning

The activities in the planning are:

1.) Preparing materials, making lesson-plan, and designing the steps in doing

the action

2.) Preparing list of students’ name and scoring

3.) Preparing teaching-aids

4.) Preparing sheets for classroom observation (to know the class situation,

and students attitudes when the method or teaching technique is applied)

33

5.) Preparing a test (to know whether the student English score improve or

not)

b. Action

1.) Giving pretest

2.) Teaching English class using schemata teaching technique.

3.) Giving occasion to students to ask any problems or difficulties

4.) Giving post-test

c. Observation

Observation is the activity of monitoring (data collection) to determine

how much is the effect of the action has reached the target (Supardi, 2006).

The researcher plans this observation flexible and write phenomenon that

happened in the classroom during the action is implemented. Here, the

observer is Mrs. Widiyawati, S.Pd the English teacher of the second year of

Muhammadiyah Jambu Junior High School.

d. Reflection

The writer’s reflection was done by making discussion with her

collaborator Mrs. Widiyawati, S.Pd. To know the changes happened toward

students, classroom atmosphere, and teacher. The writer will analyze the

34

observation sheets and identify the problems to find the alternative decision to

solve the problem. Then the next cycle can be decided or designed

E. Technique of Collecting Data

There are two kinds of data that were collected in this research they were

quantitative data and qualitative data. The quantitative data is score of students’

test and the qualitative data is information about the application of schemata in

English class, and students’ reaction in teaching learning process.

Research Cycle

35

The quantitative data (score) is collected by using test which consist of

written test and oral test, and qualitative data (the information about the

application of the using schemata) is collected by using observation. The writer

also uses the documentation to find data about variables such as notes, book

transcript, and the book history of Muhammadiyah Jambu junior high school.

This method used as a technique to know the condition of teachers, staffs,

students, and location of the school. The source of this data is text book or other

supporting book in Muhhamadiyah Jambu junior high school.

F. The Standard of Succesful Action

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

in Muhammadiyah Jambu junior high school. The writer will not continue

the next cycle (cycle II) if the standard score has reached in cycle I.

G. 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

36

H. 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 used 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 used 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:

Explanation:

M = Mean of students’ score

∑X = the sum of students’ score

N = the total number of student

37

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:

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:

Where:

T = the result of t-test calculation

SD = the result of standard deviation

N = the number of subject

38

CHAPTER IV

TEACHING IMPLEMENTATION AND DATA ANALYSIS

In this chapter, the data consist of pre-test, post-test and field note. The data

of pre-test and post-test will present the improvement of students’ comprehension in

acquiring reading through schemata teaching technique. In addition, field note will

show the students interest along the teaching learning process.

This research consist of two cycles, those are cycle I and cycle II. For the

whole steps of this research will be explained in the description below:

A. 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

39

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. The Implementation of the Action

Implementation of the learning process in cycle I was done on

Thursday, April 28th

2016. The teacher and her observer entered the English

class. The class was started by praying together and introducing the

researcher by herself to the students. Then, the teacher informed the students

about some activities to be implemented. The situation in the class as fellow:

First, the researcher entered to the class. She gives greeting and introducing

herself. In second pre-test given by the teacher by answering some

questions. Teacher shared the worksheets to the students.

40

Finally, teacher gave 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, teacher

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

the sheets and teacher 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 teacher

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.

Furthermore, the researcher will calculate the result of pre test and

post test above to know the students’ improvement in learning reading. The

calculating as follow:

41

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

(X)

Posttest I

(Y)

Pre Post

(D)

D²

1. Achmad Nizar 52 70 18 324

2. Ade Risma 60 74 14 196

3. Ahmat Komarun 56 70 14 196

4. Bagas Ade 66 70 4 16

5. Cantika Berlian 76 82 6 36

6. Catur Budi 64 70 6 36

7. Deni Ardiansyah 74 74 0 0

8. Deni Kurniawan 72 70 2 4

9. Desi Rahmawati 50 60 10 100

10. Defa Bintang 60 74 14 196

11. Elsa Dwi 82 84 2 4

12. Estiyoko 62 82 20 400

13. Hertanto 66 80 14 196

14. Kevin Febrian 70 70 0 0

15. Khofifah 68 76 8 64

42

16. Klarisa Regita 86 88 2 4

17. Mukhamad Rifai 60 72 12 144

18. Ramadhanthy Dwi 62 80 18 324

19. Regar Adi 76 80 14 196

20. Rivaldi Alan 72 80 8 64

21. Sri Romadhonah 66 76 10 100

22. Wahyu Arafi 72 78 6 36

23. Wildan Al Akbar 58 78 20 400

24. Zidane Bimantoro 54 80 26 676

∑ 1584 1818 248 3712

Mean 66 75,75

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

SD =

=

43

c. T-test calculating

= 7,161

d. Giving interpretation t-test

1) Calculate of df

df = n-1

= 24-1

= 23

2) Conduct with t-table value

With df = 23, the value of t-table with level of signification 5 % is 2,069.

3) Comparing t0 and t-table

t0 = 7,161, therefore t0 is greater than t-table with level of significance 5%

4) Conclusion

Because of t0 is greater than t-table, (7,161 > 2,069), it means that,

H0 is rejected. So, it can be concluded that there is significant

differences between pre-test and post-test.

44

4. Reflection

After analyzing the result of cycle I, teacher can say that is very

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

English. Moreover, the teacher 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 is 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, teacher 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, teacher

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

45

B. CYCLE II

Based on the result of the first cycle, it is necessary for teacher 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 teachers’ 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 consist of 25 items that

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

46

2. The Implementation of the Action

On Thursday 5th

of May 2016, the researcher entered the English

class. She reviewed the lesson of the previous meeting. There are several

difficult words in the first cycle for instance: scenic, tried, rocked, court, etc.

Before the teacher 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, teacher 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.

Teacher 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 teacher brought students to remember their trips to Prambanan

Temple, and ask them to mention some words which are related to

Prambanan Temple. The teacher also helped students to connect their

background knowledge with the topic.

47

Afterward, the teacher spread the material into the students. There

was a text with title ‘My Trip to Prambanan Temple’. The teacher asked

students to read the text and make a note for difficult words. Afterwards,

teacher and students were discussed the text. Sometimes, teacher corrected

students’ pronunciation such as: ‘travelled, driven, and exciting’ and

discussed the meanings.

The next activity was teacher 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. Teacher

walked around the class to control the students. The teacher 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, teacher gave summary of the lesson and

48

divided a new text into students. Then, she gave homework to read the text

and look for the difficult words. She 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

teacher 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.

Furthermore, the researcher will calculate the result of pre-test and

post-test above to know the students’ improvement in learning reading. The

calculating as follow:

a. The result of pre test and post test

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

No Name

Pretest 2

(X)

Posttest 2

(Y)

Pre Post

(D)

D²

1. Achmad Nizar 60 68 8 64

2. Ade Risma 80 76 4 16

49

3. Ahmat Komarun 78 58 20 400

4. Bagas Ade 80 53 27 729

5. Cantika Berlian 72 76 4 16

6. Catur Budi 60 82 22 484

7. Deni Ardiansyah 72 78 6 36

8. Deni Kurniawan 68 62 6 36

9. Desi Rahmawati 60 80 20 400

10. Defa Bintang 60 82 22 484

11. Elsa Dwi 62 80 18 324

12. Estiyoko 63 73 10 100

13. Hertanto 65 72 7 49

14. Kevin Febrian 80 76 4 16

15. Khofifah 72 68 4 16

16. Klarisa Regita 75 86 11 121

17. Mukhamad Rifai 60 82 22 484

18. Ramadhanthy Dwi 76 80 4 16

19. Regar Adi 84 76 8 64

20. Rivaldi Alan 67 78 11 121

21. Sri Romadhonah 71 82 11 121

22. Wahyu Arafi 84 82 2 4

50

23. Wildan Al Akbar 68 62 6 36

24. Zidane Bimantoro 60 68 8 64

∑ 1677 1780 265 4201

Mean 69,88 74,17

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

SD =

=

c. T-test calculating

51

= 7,263

d. Giving interpretation t-test

1) Calculate of df

df = n-1

= 24-1

= 23

2) Conduct with t-table value

With df = 23, the value of t-table with level of signification 5 % is

2,069.

3) Comparing t-test and t-table

T-test = 7, 263, therefore t-test is greater than t-table with level of

significance 5 %

4) Conclusion

Because of t0 is greater than t-table, (7, 263 > 2,069), it means that,

H0 is rejected. So, it can be concluded that there is significant

differences between pre-test and post-test.

d. 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

52

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

Pre-test and post-test consist of 25 items that can be seen in the

appendix. She also gave oral test into students during the learning process

for each cycle.

C. Analysis of Cycle I and Cycle II

Based on the result of analyzing two cycles, there is significant

improvement on the students’ ability. That will be explained in the table below;

Table 3.3 Mean Analysis

Cycle Pre-test Post-test Students’ Improvement

I 66 75.75 9.75%

53

II 69.88 74.17 4.29%

Source: Author Data; 2011

From the explanation above showed that by using schemata technique

can improve students’ ability in reading. Moreover, the result of t-test in cycle I

and cycle II presented that there is significance influence between the mean of

pre-test and post-test. It showed that the students’ achievement on reading was

improved. Through mastering reading students will easier to communicate along

learning process and comprehend the core of the text.

In this case, students’ improvement is influenced by several factors.

Firstly, the use of schemata technique can make creative note in learning

English. Schemata is a note-taking method that uses some instruments such as

blank paper, colors’ pen, draw image and connect with the lines. Thus, they feel

not bored along learning English. The second is students’ interest in participant

during learning process. In addition, teacher should give more support to build

students’ confidence in learning English.

54

CHAPTER V

CLOSURE

A. Conclusion

Based on the description of the data analysis, some findings are as

follows:

3. The implementation of using schemata teaching technique could

improve the students’ reading comprehension of the eighth grade

students of Muhamadiyah Junior High School Jambu Ambarawa in the

academic year of 2015/2016. Through schemata technique, students

could improve their reading mastery during teaching learning English.

In addition, schemata is a creative note-taking that literally draws out

our idea by using blank paper, colors’ pen and images. The procedure

of schemata to be followed were; start in the middle of paper through

turn the page sideways, use image for the central idea, use color

throughout, connect the main branches to central image, make the line

curved, use one keyword for each line, and use the images throughout.

4. There is significant improvement by using schemata technique to

improve the students’ reading comprehension of the eighth grade

students of Muhammadiyah Junior High School Jambu Ambarawa in

the academic year of 2015/2016. It is based on the statistical analysis,

55

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 66

and cycle II was 69.88. While, score of post-test in cycle I was 75.75

and cycle II was 74.17

So the implementation of schemata can enhance students’ interest in

learning English especially reading. It will also broaden their reading about a

certain topic. Students told that they could define the main idea easily by using

this technique rather than the previous technique. It is caused by schemata is

creative note that is colorful with several images. It also made students more

interesting to read their note. Schemata can reduce their boredom in learning

English because students can create the note based on their imagination and

creativity

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

56

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.

57

58

BIBLIOGRAPHY

An, Shuying. January 2013, Schema Theory in Reading, Vol. 3, No. 1, pp. 130-134.

http://www.google.co.id/url?sa=t&source=webrct=j&url=http://www.academy

publication.com/issues/past/tpls/vol03/01/19.pdf&ved=0ahUKEwjz3kqepKLO

AhUITY8KHZX1B-

YQFggmMAI&usg=AFQjCNG5YPpN1Wo_FnNWUDf7Z38AQPmKOA, 21

January 2016

Arikunto, Suharsimi.2006. Prosedur (Suatu Pendekatan Praktik). Jakarta: Rineka

Cipta.

Arikunto, Suharsimi. et al. 2007. Penelitian Tindakan Kelas. Jakarta: PT Bumi

Aksara.

Blachowicz, Camille and Ogle, Dona. 2008. Reading Comprehension: Strategies for

Independent Learners. New York. The Guilford Press.

Brown H, Douglas (2000), Principles of Language Learning and Teaching,

(Longman: Pearson Education, 4th

ed.) P.7

Brown H, Douglas (2004), Language Assessment: Principles and Classroom

Practice, San Francisco: Pearson Education.

Dallmann. Martha., Rouch. Roger L., Char. Lynette Y.C., Doboer. John J. 1982. The

Teaching of Reading Sixth Edition, New York: simultanenously in Canada

Hamra, Arifudin dan Syatriana, Eny, Februari 2010, Developing A Model of

Teaching Reading Comprehension for EFL Student, Vol. 21, No. 1, pp 33-1.

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https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ve

d=0ahUKEwjL5siLlrPOAhVHr48KHVPPBd0QFggkMAA&url=http%3A%2

F%2Fwww.journal.teflin.org%2Findex.php%2Fjournal%2Farticle%2Fdownlo

ad%2F31%2F33&usg=AFQjCNGZ9kytfzNPW22_hIN4LhpzPL5Aww&sig2=

mR6MI4ptbhxiI2S3A_8ilg. 5 Februari 2016

Hopkins, David. Penelitian Tindakan Kelas. Yogyakarta: Pustaka Pelajar, 2011.

Hornby. Oxford Advanced Learner’s Dictionary of Current English. Oxford

University Press, 1974.

Krasen, Stephen D. 1988. Second Langguage Acquisition And Second Language

Learning. United State of America: Prentice Hall.

Mourer, Jose Luiz, Agustus 1991. Schemata and Reading Comprehension. Vol. 3,

No. 2, pp. 20

https://periodicos.ufsc.br/index.php/desterro/article/viewFile/11574/11211. 21

January 2016

Nunan, David. 1991. Language Teaching Methodology. United Kingdom : Prentice

Hall International Group.

Oxford Dictionary. 2007. third edition, New York :Oxford University press.

Xiao-Hui Li, Jun Wu, and Wei-Hua, Wang. November 2007, Analysis of Schema

Theory and Its Influence on Reading, Vol. 5, No. 11, pp. 50.21 January 2016

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.121.6055&rep=rep1

&type=pdf.

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

pretest

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 ictm?

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?

Answer the question!

1. What is the recount text?

2. Mention the generic structure of a recount text?

3. What are the purposes of writing a recount text?

4. What are the uses of simple past tense? Mention!

5. Write the pattern of the simple past tense!

B. 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.

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMP Muhammadiyah Jambu

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

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

(5 menit)

Menyiapkan siswa

dan menyampaikan

tujuan

pembelajaran

Apersepsi :

Salam

Berdoa

Cek kebersihan

Cek kerapian

Menulis hal-hal

yang ingin diketahui

berkaitan dengan

bacaan yang akan

dibahas

Motivasi :

Menjelaskan

pentingnya materi

yang akan dipelari

berikut kompetensi

yang harus dikuasi

siswa

Menjawab salam

dengan ramah

ketika guru

memasuki

ruangan

Siswa mendapat

informasi tentang

recount teks

Kegiatan Inti

(70 menit)

Eksplorasi

Pretest (50 menit) siswa

mengerjakan

pretest

Elaborasi

Guru memberikan materi

berupa teks fotocopy kepada

setiap siswa

Guru menyampaikan materi

menggunakan schemata

teaching technique

Guru menjelaskan apa recount

teks beserta generic scturture

Guru memberikan soal terkait

dengan teks recount sebagai

Siswa membaca

nyaring teks

recount

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

Penutup

(5 menit)

Guru membuat simpulan

pelajaran

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

2. Buku simpati bahasa inggris kelas VIII SMP

9. Penilaian

Indikator Teknik Bentuk instrument Contoh instrument

1. Membaca

nyaring teks

bermakna

narrative dan

recount

2. Mengidentifi

kasi langkah

retorika

dalam teks

narrative dan

recount.

Tes

tertulis

praktik

Trip to Prambanan temple

I went to Prambanan

temple last holiday. I went

there with my family. We

travelled by car. It was my

father’s plan to have a trip. We

went on Sunday, January 3,

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

4. Nilai Siswa = 10xalSkorMaksim

hanSkorPerole

c. Rubrik Penilaian

Uraian Skor

Isi benar, tata bahasa benar

Isi benar, tata bahasa kurang tepat

3

2

Isi dan tata bahasa kurang tepat

Tidak menjawab

1

0

Catatan :

Untuk peserta didik yang tidak memenuhi syarat KKM maka diadakan remedial.

Mengetahui, Jambu, 5 April 2016

Kepala Sekolah Guru Mata Pelajaran

Rifan Isyrofi, S.PdI Widyawati, S.Pd

NIP. NIP.

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMP Muhammadiyah Jambu

Mata Pelajaran : Bahasa Inggris

Kelas : VIII

Semester : Genap

Alokasi Waktu : 4x40 menit (2 x pertemuan)

3. Standar Kompetensi

Membaca

11. Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative

untuk berinteraksi dengan lingkungan sekitar.

4. Kompetensi Dasar

11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative

5. Tujuan Pembelajaran

Setelah mengikuti pelajaran ini, peserta didik mampu.

3. Menentukan tujuan komunikatif teks Recount

4. Mengidentifikasi cri kebahasaan teks yang dibaca

Karakter peserta didik yang diharapkan : gemar membaca

rasa ingin tahu

kreatif

mandiri

4. Materi Pembelajaran

1. Teks berbentuk Recount

2. Cirri – cirri kebahasaan teks recount

5. Metode pembelajaran

Three Past Technique

Schemata Teaching Technique

6. Materi Pokok

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

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 kegiartan pembelajaran

Pertemuan ketiga dan keempat.

Kegiatan Fase-Fase Kegiatan Pembelajaran

Guru Siswa

Pendahuluan

(10 menit)

Menyiapkan siswa

dan menyampaikan

tujuan

Apersepsi :

Salam

pembelajaran Berdoa

Cek kebersihan

Cek kerapian

Menulis hal-hal yang ingin

diketahui berkaitan dengan

bacaan yang akan dibahas

Motivasi :

Menjelaskan pentingnya

materi yang akan dipelari

berikut kompetensi yang

harus dikuasi siswa

Kegiatan Inti

(60 menit)

Eksplorasi

Pretest

Elaborasi

Guru menjelaskan tujuan

komunikatif dan menjelaskan

cirri kebahasaan dari teks

recount menggunakan

Schemata Teaching

Technique

Guru memberikan soal yang

terkait dengan recount teks

sebagai evaluasi

Konfirmasi

Guru bertanya jawab tentang

hal-hal yang belum diketahui

siswa

Guru bersama siswa bertanya

jawab meluruskan kesalahan

pemahaman, memberikan

penguatan dan penyimpulan

Kegiatan

Penutup

(10 menit)

Guru membuat simpulan

pelajaran

Guru melakukan penilaian

kegiatan yang sudah

dilaksanakan secara

konsisten dan terprogram;

Guru menyampaikan rencana

pembelajaran pada

pertemuan berikutnya.

8. Sumber belajar

3. Buku bahasa inggris kelas VIII

4. Buku simpati bahasa inggris kelas VIII SMP

9. Penilaian

Indikator Teknik Bentuk

instrument

Contoh instrument

1. Menentukan

tujuan

komunikatif

teks Recount

2. Mengidentifik

asi cri

kebahasaan

teks yang

dibaca

Tes tertulis praktik 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.

d. Instrumen:

Read the text above and answer the questions below!

Questions:

1. How is the structure of the text?

2. Where did the writer go yesterday?

3. With whom did the writer go there?

4. What did they see first at the zoo?

5. How was the weather?

e. Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 3

2. Jumlah skor maksimal x 3 = 15

3. Nilai maksimal = 10

4. Nilai Siswa = 10xalSkorMaksim

hanSkorPerole

f. Rubrik Penilaian

Uraian Skor

Isi benar, tata bahasa benar

Isi benar, tata bahasa kurang tepat

Isi dan tata bahasa kurang tepat

Tidak menjawab

3

2

1

0

Catatan :

Untuk peserta didik yang tidak memenuhi syarat KKM maka diadakan remedial.

Mengetahui, Jambu, 19 April 2016

Kepala Sekolah Guru Mata Pelajaran

Rifan Isyrofi, S.PdI Widiyawati, S.Pd

NIP. NIP.

Nama : Isnaeni Agustina

Jenis Kelamin : Perempuan

Tempat, Tanggal Lahir : Kab. Semarang, 19 Agustus 1991

Status : Menikah

Agama : Islam

Alamat : Dsn. Krajan Rt 02 Rw 02 Ds. Brongkol

Kec. Jambu Kab. Semarang

Telp : 085740244340

E-mail : isnaeni1908@gmail.com

Tinggi/ Berat : 167 cm / 78 kg

Kegemaran : Membaca, mendengarkan musik, olahraga &

traveling

LATAR BELAKANG PENDIDIKAN

2006-2009 Sma N 1 Ambarawa

2003-2006 Smp N 1 Jambu

1997-2003 Mi Al Islam Bedono 1

PENGALAMAN BEKERJA

JULI 2012 Magang di SMP ISLAM SUDIRMAN TENGARAN

KARAKTER BEKERJA

Bermotivasi tinggi, bertanggung jawab, pekerja keras, cepat dan mudah belajar, dapat bekerjasama

dalam tim, dan berkomunikasi dengan baik.

Semua Informasi dalam curriculum vitae adalah benar, Jika dikemudian hari terdapat kesalahan

mengenai isi curriculum vitae ini, sepenuhnya tanggung jawab saya.

Hormat Saya

Isnaeni Agustina