The Correlation between content schemata and reading comprehension of English Department Students
| Main Author: | Santoso, Felicia Budianthi |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://repository.wima.ac.id/17812/7/ABSTRACT.pdf http://repository.wima.ac.id/17812/35/Chapter%201.pdf http://repository.wima.ac.id/17812/2/CHAPTER%20II.pdf http://repository.wima.ac.id/17812/3/CHAPTER%20III.pdf http://repository.wima.ac.id/17812/4/CHAPTER%20IV.pdf http://repository.wima.ac.id/17812/5/CHAPTER%20V.pdf http://repository.wima.ac.id/17812/6/APPENDICES.pdf http://repository.wima.ac.id/17812/ |
Daftar Isi:
- English is widely used around the world to communicate whether it is spoken or written. In Indonesia, English is still known as a foreign language. In order to master English language, students have to master four skills and three language components. The four language skills are listening, reading, speaking, and writing. One of those important skills is reading. There are some factors must be concerned by a teacher as the students are doing reading test. If students are not familiar with the topic or they don’t have the background knowledge, it will be harder for them to comprehend the text. In addition, the purpose of this study is to find out whether there is a positive correlation between content schemata and reading comprehension of English Department students or not. In this study, the writer used quantitative approach. The method used in this study was correlation methodology which has relation between two variables. The instrument used were questionnaire and reading comprehension test. After giving the test and questionnaire to the subjects, the writer calculated the mean of each score and correlated it using Pearson Product Moment formula. Based on this analysis, it is known that the correlation between content schemata and reading comprehension is 0,71 which means that Null hypothesis (H0) is rejected and Alternative hypothesis (H1) is accepted. As a result, it can be concluded that there is a positive, strong correlation between content schemata and reading comprehension. The result showed that the more background knowledge the students own and the more familiar the text is for the students, the higher reading comprehension result or scores they could earn.