A STUDY ON THE EFFECT OF CONTENT SCHEMATA ON READING COMPREHENSION PERFORMANCE

Fridolin J. P  Kukus

doi:10.53682/kompetensi.v1i8.2483

Authors

Fridolin J. P Kukus Universitas Negeri Manado

DOI:

https://doi.org/10.53682/kompetensi.v1i8.2483

Keywords:

religious knowledge, content schemata, literal comprehension , inferential comprehension

Abstract

This study aims at describing the effect of the third semester students' religious knowledge on their literal and inferential comprehension. This study is experimental since it is experimental in nature. The design used is called post-test only controlled group design. The analysis presented statistically. In conducting the analysis the writer applied statistical technique using t-test because the data were in the form of test scores representing the third semester students' literal and inferential reading comprehension performance. The data representing the third semester students' literal and inferential reading comprehension performance were collected using reading test in multiple choice format. Two texts on the basis of which test items were developed dealt with Christmas Eve and Ramadhan Eid. These two texts were selected for the two celebrations are most popular religious events in Christian and Moslem religious group. The sample of this research were taken from the third semester students of English Education Department FBS UNIMA in the academic year of 2014/2015. The total number of students is 30 consist of 15 students of Christian and 15 of Moslem. The analysis shows that the third semester students' content schemata significantly affect their literal and inferential comprehension of religious-related texts. Other researches concerning the effect of content schemata still need to be conducted in order to get more accurate or valid information

References

Aghajani, Mojtaba., Motahari Masoud., & Qahraman, Vahid. 2009-2013. The Effect of Text Familiarity and Reading Tasks on ESP Test Performances. Journal of Emerging Trends in Computing and Information Sciences. http://www.cisjournal.org

Ajdeh, Parviz. 2006. Schema-theory Based Consideration on pre-reading Activities in ESP books. The Asian EFL Journal, 16.

Alderson, J. C. 2000. Assessing Reading. Cambridge: Cambridge University Press.

Alptekin, C. 2006. Cultural familiarity in inferential and literal comprehension in 1, 2 reading. System, 34(4):494-508.

Anderson, N. J. 1999. Exploring Second Language Reading: Issues and Strategies. Boston: Heinle & Heinle Publishers.

Anderson R. C., and Pearson, D. 1984. A Schema-Theoretic view Reading Research. New York: Longman.

Bartlett, F. C. 1932. Remembering: A study in Experimental and Social Psychology. Cambridge: Cambridge University Press.

Bensoussan, M. 1998. Schema effects in EFL reading comprehension. Journal of Research in Reading, 21(3), 213-227.

Carrell. P. L. 1983. Some issues in studying the role of schemata or background knowledge in second language comprehension. Reading in a Foreign Language, 1, 81-92.

Carrell, P. L. 1984. The effects of rhetorical organization on ESL readers. TESOL Quarterly, 18, 441-469.

Carrell, P. L. 1987. Content and formal schemata in ESL reading. TESOL Quarterly, 21, 461-481.

Carrell. P. L. 1988. Interactive text processing; Implications for ESL/second language reading. In P, L. Carrell, J. Devine & D.E. Eskey (Eds.) (1988) Interactive Approaches to second language reading. Cambridge: Cambridge University Press.

Carrell, P. L. & Eisterhold, J. C. 1983. Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 553-569.

Dane, Ch. 1988. Experimental Research Designs. Cambridge: Cambridge University Press.

Gay, L. R. 1981. Educational Research: Competencies for Analysis and Application. Columbus, Ohio: Charles E. Merrill Publishing Company.

Ganjabi, Mahyar. 2014. The effect of cultural familiarity on the Iranian language learners' performance and use of cognitive and metacognitive strategies in reading. IJLLALW, Volume 5(4), p. 79-90.

Grabe, W. 1991. Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406. Grabe, W & Stoller, L. F. 2002. Reading for academic purpose: guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language. Boston: Heinle and Heinle. pp. 187-203.

Hadley, A. O. 2003. Teaching language in context (3rd ed.). Boston: Heinle & Heinle.

Hamed, Sa'id Ali Sa'id. 2000. The Effect of Using ESP Texts Based on Secretarial Content on The General English Reading Comprehension of The First Year Female Secretarial Students at the College Level. A Thesis. Library of University of Jordan.

Hoover, J. & Gough, P. 1990. Reading Comprehension Process. Cambridge: Cambridge University Press.

Jalilifar, A. R. and Assi, R. 2008. The Role of Cultural Nativization in Comprehension of Short Stories in EFL Reading Contexts. The International Journal of Language Society and Culture Editors: Thao Lê and Quynh Lê URL: Issue 26, p 62.

Johnson, P. 1981. Effects on reading comprehension of language complexity and cultural background of a text. TESOL Quarterly, 15 (2), 169-181.

Johnson, P. 1982. Effects on Reading comprehension of building background knowledge. TESOL Quarterly, 16 (4): 503-516.

Ketchum, E. M. 2006. The cultural baggage of second language reading: An approach to understanding the practices and perspectives of a non-native product. Foreign Language Annals, 39, 22-42

Latief, Mohammad Adnan. 2014. Research Methods on Language Learning An Introduction. Malang: Penerbit Universitas Negeri Malang.

Maghsoud, Najmeh. 2012. The Impact of Schema Activation on Reading Comprehension of Cultural Texts among Iranian EFL Learners. Canadian Social Science Vol. 8, No. 5, 2012, pp. 196-201.

Maru, Mister Gidion. (2018). The Jeremiad Approach: From Language Learning to Text Interpretation. Lembah Manah. Yogyakarta.

Maru, Mister Gidion. (2020). Menulis Esai dalam Bahasa Inggris: Rubrik dan Penilaiannya (A Brief Guide to Essay Writing). Desolupublisher. Yogyakarta

Mohammad, Al-Khawalda & Assiri, Fahd Ahmad. 2011. Misinterpretation of English Cultural Bound Expressions by English Majors at Saudi Universities. The International Journal - Language Society and Culture UR, 33, 95.

Mandler, J. M. 1984. Stories, scripts, and scenes: Aspects of schema theory. Hillsdale, NJ: Lawrence Erlbaum.

Moore, Gary W. 1983. Developing and Evaluating Educational Research. Boston: Little, Brown & Company.

Nassaji, H. 2002. Schema theory and knowledge-based processes in second language reading comprehension: a need for alternative perspectives. Language Learning, 52: 439-481.

Oller, J.W. 1995. Adding abstract to formal and content schemata: Results of recent work in Peircean semiotics. Applied Linguistics, 16, 273-306.

Ommagio. 1986. Teaching Language in Context. Boston: Heinle and Heinle Publications.

Pulido, D, 2004. The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity? Language Learning, 54(3), 469-523.

Rumelhart, D. E. 1980. Schemata: the building blocks of cognition, in theoretical issues in reading comprehension. Ed. by R. J. Spiro, B. C. Bruce, a Brewer. Erlbaum.

Sabatin, Ibrahim M. 2013. The Effect of Cultural Background Knowledge on Learning English Language. International Journal of Science Culture and Sport December 2013; 1(4)

Salmani-Nodoushan, M. A. 2003. Text familiarity, reading tasks, and ESP test performance: A study on Iranian LEP and Non- LEP university students. The Reading Matrix, 3(1).

Sasaki, M. 2000. Effects of cultural schemata on students' test taking processes for cloze tests: A multiple data source approach. Language Testing, 17(1), ds114.

Singhal, Meena. 1998. A Comparison of Ll and L2 Reading: Cultural Differences and Schema. The Internet TESL Journal, Vol. IV, No. 10, October. http://iteslj.org/Articles/Singhal-ReadingL1L2.html

Smith, F. 2004. Understanding Reading. New Jersey: Lawrence Erlbaum Associates, Inc.

Smith, F. 1982. Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read. Hillsdale, NJ: Erlbaum.

Stanovich, K. E. 1980. Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.

Swaffar, J. 1988. Readers, texts, and second languages: The interactive process. The Modern Language Journal, 72, 123-149.

Tabatabaei, Omid. 2013. The Effect of Content Familiarity and Gender on EFL Learners' Performance on MC Cloze Test and C-Test. International Journal of English Language Education, Vol. 1, No. 3.

Yousef, Hedieh., Karimi, Lotfollah., & Janfeshan, Kamaran. 2014. The Relationship between Cultural Background and Reading Comprehension. Theory and Practice in Language Studies, Vol. 4, No. 4, pp. 707-714. April.

Widdowson, H. G. 1983. Learning Purpose and Language Use. Oxford: Oxford University Press