would find it easier to comprehend the text. Additionally, the teacher did not introduce a particular reading strategy that could help students comprehend a text
easier. She merely asked the students to open a dictionary to find meanings of words and to get sense of a text.
3. Activities’ Factor
The activities held in the class rarely engaged the students to think critically and to share their ideas. A class discussion was sometimes conducted in
teaching reading. However, when the discussion was held, only several students were active and only the same students who dominated the class discussion. The
others just listened and were reluctant to share the ideas. In addition, mostly the reading activities were the same all the time. The students read texts and then
answer some questions. Activity that can activate the students’ background knowledge was seldom held in the class. In fact, schema activation is an effective
strategy to teach reading. In addition, the students needed activities that could help them to comprehend texts easier, and could encourage them to share ideas of the
texts to build interaction among the students.
C. Limitation of the Problems
Based on the discussion in the background of the study and the identification of the problem, the researcher found various problems occurred in
English teaching-learning activities at grade VIII C of SMP Negeri 9 Yogyakarta. However, due to limited time and capability that the researcher had, it was
impossible for the researcher to solve all the problems mentioned earlier.
Accordingly, the researcher limited the problem areas to be more specific which was focused on students’ reading activity. The research focused on the
implementation of schema-building strategy of experience-text-relationship method to improve the students’ reading comprehension toward narrative texts at
Grade VIII C, SMP Negeri 9 Yogyakarta in the academic year of 20142015.
D. Formulation of the Problems
Based on the limitation of the problem above, it led a problem to be solved as follows: How can the reading comprehension of the Grade VIII C students of
SMPN 9 Yogyakarta be improved by using Experience-Text-Relationship ETR method?
E. The Objective of the Study
This study was aimed at improving reading comprehension of Grade VIII C students of SMP N 9 Yogyakarta by using Experience-Text-Relationship ETR
method in reading class.
F. Significances of the Study
It is expected that the results of this study are useful and bring significances to everyone, including educational institutions and communities,
public and society whether it is theoretically or practically. 1.
Theoretical Significance This study can prove more evidence on how schema building strategy,
especially Experience-Text-Relationship method can improve reading comprehension for learners. This evidence is also useful for those researchers
who want to investigate the similar issues in the future and teachers who want to solve class problems related to issues of this study.
2. Practical Significance
a. For Researchers
The findings of the study can give information on schema building strategy of experience-text-relationship method for the other researchers
who are interested in conducting research of the similar topic. b.
For Schools The results of the study are expected to be beneficial as the input
and model in the implementation of English reading activity. c.
For English Teachers The results of the study are expected to be useful for teachers to
find a solution to the problems related to students’ reading comprehension, since this study is basically a way of settling the problem faced by teachers
in the learning process.
CHAPTER II LITERATURE REVIEW
