Deni Widiarti(1), Bambang Suwarno(2), Dedi Sofyan(3),
(1) Universitas Bengkulu, Indonesia
(2) Universitas Bengkulu, Indonesia
(3) Universitas Bengkulu, Indonesia


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.

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Teacher should use the Schema

Development Technique to

improve students’ reading abilit y

on literal aspect, vocabulary

aspect, especially for inference


For the students, a great

motivation is something that

students should have. With a

great motivation, they will

practice more in order to explore

their English. They also should

practice the reading ability more,

because it can give more

knowledge for them. Reading

also can enrich their vocabulary.

Schema development technique

is an effective technique for

improving students’ reading


Based on some limitation in this

study, it’s better for further

researcher to conduct a study

with this technique and should

pay attention to vocabulary

teaching and learning process. It

is suggested should be given

separated treatment and

assessment for vocabulary


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