CULTURAL SCHEMATA AND THE EFFECTIVENESS OF READING MATERIALS IN JUNIOR HIGH SCHOOL ENGLISH TEXT BOOKS: A EXPERIMENTAL STUDY AT JUNIOR HIGH SCHOOL 3 KOPANG

Abstract

ABSTRACT

Reading comprehension skill is still one of major problems for junior high school students. The students’ lack of vocabularies and good reading materials are some of possible causes. This experimental study is about the comparison of using of two different kinds reading materials in English textbook for Junior High School: Students cultural schemata based and non students’ cultural schemata based reading materials. There are 60 students of class IX in a junior high school in Central Lombok academic year 2014/2015 as the sample populations. The purposes of this study were to determine whether the reading materials were effective to improve students’ reading comprehension and to find out the percentage of students cultural schemata role in reading comprehension. The results of tests data is that the cultural-schemata based reading material was .004 or less than 5%(.004<.05). It means that null hypothesis was rejected. The means difference shows that non-cultural schemata based reading test was lower than cultural-schemata based. The statistical analysis to determine which reading material is more effective showed that t-test was -2.92 at the significance level of 0.004 or less than 5% (0.004<5%). There was significant difference between non-cultural schemata based reading material and cultural schemata based reading material in teaching reading. The last statistical analysis showed that the role of cultural schemata in reading comprehension was 13 %.

Key words: Cultural-schemata, Reading materials, Junior High School