THE EFFECT OF “SCHEMA DEVELOPMENT TECHNIQUE” ON STUDENTS’ READING ABILITY AT SENIOR HIGH SCHOOL STUDENT

This study aimed to find the effect of “schema development technique” on students’ reading ability at senior high school students. It is also aimed to find whether schema development technique could improve students’ reading ability on the aspect of literal comprehension, inference and vocabulary building. The population was the tenth graders of SMA Negeri Rejang Lebong, from which two classes were selected as the research sample. The instrument was a reading test. The instrument draft had been tried out. The try out was done to find the validity and item characteristics of the original draft. From 90 try out item questions, 42 of them were found to be valid and 48 were invalid. The reliabilty index was 0,898 (high). The findings of the research revealed that schema development technique was effective for improving students overall comprehension. It was also effective for improving two aspects (literal aspect and vocabulary building). However, it was not effective for improving students’ reading ability on inference aspect. It’s caused by the nature of inference which requires for background knowledge towards the reading text.


INTRODUCTION
The act of reading cannot be separated from comprehension.The students cannot achieve their academic success without comprehending what they read.In comprehending the text, the students should be monitored by their teachers, hence the way to teach comprehension should be well understood by the teachers.Teaching comprehension is an activity through some steps: selecting a text, explaining the strategy, modelling the strategy, guided support, practicing independently, and reflecting ( McNamara: 2006).Therefore, it can be concluded that reading comprehension is a long process.
In addition, having a good comprehension in reading can be facilitated by many strategies.McNamara(2006) whose thinking is adopted by the College Board underlines growing recognition that the use of reading strategies is essential; high ability students who use reading strategies are getting successful not only in comprehending reading, but also in overcoming reading problems and becoming a better reader and comprehender.In summary, the students should have better strategies for their good comprehension.
Nowadays, the need of reading comprehension requires teachers to facilitate students through interesting strategies in learning process.Reading is a complex process, complex to learn and complex to teach (Carnine, Silbert, and Kameenui: 1990:3), so there must be a technique which can help them to read effectively and interestingly.
Explicit teaching comprehension strategies is seen as a possible approach to tackle the problems faced by the students.In this case, the researcher will try to find interesting and effective way for the students and the teachers so that they can do their reading activity well.
The students have to improve their prior knowledge about reading skill, because the student's ability in answering questions between the lines is still poor.It can be proven by their mark in Reading subject, showed that many of students got mark C. It can be proven by their score of reading test in Daily Examination.50% students got score under the Minimal Mastery Criteria (KKM = 75), 40% students got score 75 and just 10% students get score 80.They must have background knowledge in order to understand content of text.And after that they will be able to answer the questions that the answer are not stated in the text.
One of techniques which are available is the Schema Development Technique.By using this technique, the students were able to communicate information because it can clarify complex concepts into simple, meaningful displays so that the students can develop a holistic understanding of the content to be learned (Siriphanich and Laohawiriyano).
From this case the researcher tries to apply Schema Development Technique in teaching reading.Schema theory is a theory about knowledge, about how knowledge is represented, and about how that representation facilitates the use of knowledge in various ways.According to schema theorists, all knowledge is packaged into units called schemata, and embedded into these units of knowledge is information on how this knowledge is to be used (Porter: 2007).Schema Development Technique is an active organization of past reaction, on past experience.Through Schema Development Technique, the students will be able to recall their memories or their past experience.Because the use of this technique is to build background knowledge and to recall the memories.The use of Schema Development Technique is to make students improve their ability in comprehending the reading text, which the answers that are not directly stated in the text.Through this technique, the student will be taught the way how to understand the text with knowledge from outside before they read the text and answer the questions.The students have to be motivated to read more seriously and efficiently in order to make reading itself as their reading ability.

METHOD
The research employs Quasi Experimental Design, especially in the form of One-Group Pretest-Posttest Design.This design is used for seeing the effect of "Schema Development Technique" in improving students' reading ability.In the beginning, the researcher has been given the pre-test to the sample and after the treatment, the sample has been given a post-test.The instrument that has been used in this research is a reading comprehension test and has been prepared by the researcher that is adopted from the student's book and other relevant books.The original draft are 90 items.The 90 questions have been tried out to the students of class X IPS 2 of the same school, but not belong to the samples of this research.The try out has been conducted to find its validity and items characteristics, items that pass should be met the criteria of Felicity Value(FV) and Discrimination Index(DI).The test will be constructed based on the following framework.

A. Result of Total Pre-Test and Post-Test 1. Try Out Result
Before doing the pre-test, the test itself was tried out in class X IPS2 of the same school.The try out was used to find the validity and item characteristics of the original draft.From 90 try out item questions, 42 of them were found to be valid and 48 were invalid.The realibilty index was 0,898 (high).According to Heaton (1988), the test is valid if the Felicity Value (FV) is between 0,3 and 0,7 and Discrimination Index(DI) score is to be equal or more than 0,3.

Result of Normality Test 2.1 Pre-Test
The result of pre-test for experiment group was calculated by using the formula of normality test.From the Chi Square Value, χ2 obtained was smaller than χ 2 table (0.120 < 47.4).And control class, χ2 obtained was smaller than χ 2 table (0.118 < 47.4).(See appendix 9)

Post-Test
The result of post-test for control class was calculated by using the formula of normality test.From the Chi Square Value, χ 2 obtained was smaller than χ 2 table ( 0.210 < 47,4).And control group, χ 2 obtained was smaller than χ 2 table (0.2 < 47.4).( See appendix 10 )

Pre-Test
Then the result of pre-test was calculated by using the formula of F value.From the F value calculation, the F obtained was smaller than F table (0.278 < 3.991), in other words, both sample have equal variances.Thus, analysis was continued by using the t-test for equal variances.(See appendix 11 )

Post-Test
The result of post-test was calculated by using the formula of F value.From the F-value calculation, the F-count was 0.465 whereas the Ftable was 3.991.it means that Fcount was smaller than F-table (0.465 < 3.991).In other words, both samples have equal variances.Thus, the analysis was continued by using t-test formula for equal variances (See appendix 12).
In order to to analyze the pretest and post-test result the score of experimental group and control group were compared by using t-test was used to see whether the treatment could improve students reading ability or not.

Pre-test
From t-test calculation, the value of t-count was 0.355 and ttable was 1.669.It showed that t obtained was smaller than t-table (tcount < t-table; 0.355 < 1.669).Based on the explanation above, the differences between the two groups were small.Briefly, these two groups have similar ability and therefore those groups can be accepted as the sample of the research.
From the result of pre-test calculation, it means there was no significant difference between the experimental group and the control group.In addition, the result of hypothesis testing indicated the alternative hypothesis (H0) "There is no significant difference in students reading ability between the experimental group and control group".H0 was accepted and H1 was rejected.
The pre-test was given on January 15 th and 17 th ,2018 before the treatment to know wether the two groups had similar ability.The treatment was held since January 22 nd -February15 th .The result of pre-test was compared in the following table : The table 3 shown that in the experimental class, the maximum score was (88,1) which gained by three students, while the minimum score was (78.5) which gained by eleven students.Meanwhile, in the control class, the maximum score was (85.2) which gained by seven students, while the minimum score was (76.1) which gained by seven students.From the calculation, it was found that the mean score of experiment group was 81.71 and control group was 80.28.

Result of Normality Test on Literal Aspect a. Pre-Test
The result of pre-test for experiment group was calculated by using the formula of normality test.

b. Post-test
The result of post-test for control class was calculated by using the formula of normality test.From the Chi Square Value, χ 2 obtained was smaller than χ 2 table (0.205 < 47,4).And control group, χ 2 obtained was smaller than χ 2 table (0.205 < 47.4).(See appendix 16).

Result of Homogeneity Test on
Literal Aspect a. Pre-Test Then the result of pre-test was calculated by using the formula of F value.From the F value calculation, the F obtained was smaller than F table (0.317 < 3.991 ), in other words, both sample have equal variances.Thus, analysis was continued by using the t-test for equal variances (See appendix 19).

b. Post-Test
The result of post-test was calculated by using the formula of Fvalue.From the F-value calculation, the F-count was 0.575, whereas the F-table was 3.991.It means that Fcount was smaller than F-table (0.575 < 3.991.In other words, both samples have equal variances.Thus, the analysis was continued by using t-test formula for equal variances (See appendix 22).

Hypothesis testing on literal aspect a. Pre-Test
From t-test calculation, the value of t-count was -0,334 and t-table was 1.669.It showed that t obtained was smaller than t-table (tcount < t-table; -0.334 < 1.669).Based on the explanation above, the differences between the two groups were small.Briefly, these two groups have similar ability and therefore those groups can be accepted as the sample of the research.
The result of hypothesis testing indicated the alternative hypothesis (H0) "There is no significant difference in students reading ability between the experimental group and control group".H0 was accepted and H1 was rejected.
In order to answer the second problem, the researcher also analyze the result of literal aspect score analysis of pre-test.The result was compared in the following table.The table 5 shown that in the experimental group, maximum score was 88.1 which gained by two students, while minimum score was 78.5 which gained by eleven students.Meanwhile, in the control group, maximum score was 85.2 which gained by four students, while minimum score was 76.1 which gained by four students.From the calculation, it was found that mean score of experimental group was 82.44 and the mean score of control class was 81.31.

Result of Normality Test on Inference Aspect a. Pre-Test
The result of pre-test for experiment group was calculated by using the formula of normality test.

b. Post-Test
The result of post-test for control class was calculated by using the formula of normality test.From the Chi Square Value, χ 2 obtained was smaller than χ 2 table (0,196 < 47,4).While for the control group, χ 2 obtained was smaller than χ 2 table (0,207 < 47.4).(See appendix 17).

Result of Homogeneity Test on
Inference Aspect a. Pre-Test Then the result of pre-test was calculated by using the formula of F value.From the F value calculation, the F obtained was smaller than F table (0,331 < 3.991 ), in other words, both sample have equal variances.Thus, analysis was continued by using the t-test for equal variances (See appendix 20).

b. Post-test
The result of post-test was calculated by using the formula of Fvalue.From the F-value calculation, the F-count was 1.472, whereas the F-table was 3.991.It means that Fcount was smaller than F-table (1,472 < 3.991.In other words, both samples have equal variances.Thus, the analysis was continued by using t-test formula for equal variances (See appendix 23).

Hypothesis testing on Inference aspect a. Pre-Test
From t-test calculation, the value of t-count was -0,341 and ttable was 1.669.It showed that t obtained was smaller than t-table (tcount < t-table; -0.341 < 1.669).Based on the explanation above, the differences between the two groups were small or not significant, these two groups have similar ability.
The result of hypothesis testing indicated the alternative hypothesis (H0) "There is no significant difference in students reading ability between the experimental group and control group" on inference aspect.H0 was accepted and H1 was rejected.
In order to answer the second problem, the researcher analyze the result of Inference Aspect score analysis of pre-test.The result was compared in the following table.

b. Post-test
From t-test calculation, the value of t-count was 1.270 and ttable was 1.669.It showed that t obtained was smaller than t-table (tcount < t-table; 1.270 > 1.669).It can be concluded that H0 was accepted and H1 was rejected.In other words, there was no significant difference in post-test score average between the experimental group and control group in inference.Shortly, this research was not successful and showed that implementing schema development technique could not improve students' reading ability at the tenth grade of SMA Negeri 4 Rejang Lebong.
The result inference post-test score was used to find out maximum score, minimum score, and mean score of both groups that can be seen in the following table.Table 7 shown that in the experimental group, the maximum score was 83.4 which gained by one student, while the minimum score was 74 which gained by eleven students.Meanwhile, in the control group, maximum score was 85.2 which gained by one students, while minimum score was 76.1 which gained by one student.From the calculation, it was found that the mean score of the experimental group was 68.2 and the mean score of control class was 66.1.

Result of Normality Test on Vocabulary Aspect a. Pre-Test
The result of pre-test for experiment group was calculated by using the formula of normality test.From the Chi Square Value, χ2 obtained was smaller than χ 2 table (0,125 < 47.4).And control class, χ2 obtained was smaller than χ 2 table (0,126 < 47.4).(See appendix 15).

b. Post-Test
The result of post-test for control class was calculated by using the formula of normality test.From the Chi Square Value, χ 2 obtained was smaller than χ 2 table (0,200 < 47,4).While for the control group, χ 2 obtained was smaller than χ 2 table (0,201 < 47.4).

Result of Homogeneity Test on
Vocabulary Aspect a. Pre-Test Then the result of pre-test was calculated by using the formula of F value.From the F value calculation, the F obtained was smaller than F table (0,299 < 3.991 ).In other words, both sample have equal variances.Thus, analysis was continued by using the t-test for equal variances (See appendix 24).

b. Post-Test
The result of post-test was calculated by using the formula of Fvalue.From the F-value calculation, the F-count was 0,085, whereas the F-table was 3.991.It means that Fcount was smaller than F-table (0,085 < 3.991.In other words, both samples have equal variances.Thus, the analysis was continued by using t-test formula for equal variances.

Hypothesis testing on Vocabulary aspect a. Pre-Test
From t-test calculation, the value of t-count was -0,341 and ttable was 1.669.It showed that the t obtained was smaller than t-table (tcount < t-table; -0,327 < 1.669).Based on the explanation above, the differences between the two groups were small or not significant briefly, these two groups have similar ability.
The result of hypothesis testing indicated the alternative hypothesis (H0) "There is no significant difference in students reading ability between the experimental group and control group" on vocabulary aspect.H0 was accepted and H1 was rejected In order to answer the second problem, the researcher analyzed the result of Vocabulary score analysis of pre-test.The overall results were shown in the following table.