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h. Having a picture of the events in the text in mind
i. Reading without translating word-for-word.
j. Thinking aloud during the reading
k. Paying attention to words or phrase that shows how the text is
organized. l.
Taking notes on the important points of the text. m.
Making guess about what will come next based on the information that has already been given in the text.
n. Relating the text to background knowledge about the topic to
remember important information. 3.
Post-Reading a.
Classifying the words according to their meanings. b.
Classifying the words according to their grammatical categories. c.
Summarizing the main idea. d.
Rereading the text to remedy comprehension failures. e.
Rereading the text to remember the important points. Cahyono: 2010: 61-62
8. The Schema Theory
Schema theory is a theory about knowledge, about how knowledge is represented, and about how that representation facilitates the use of
knowledge in various ways. According to schema theories, all knowledge is packaged into units called schemata, and embedded into these units of
knowledge is information on how this knowledge is to be used.
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According to Abbas and Masoumeh 2011:142 define schema as background knowledge-also prior knowledge. Schema theory deal with the
reading process, where readers are expected to combine their previous experience with the text they are reading.
Richgels 1982:1 states that construct used by cognitive psychologists in their theories of memory and learning. A schema can be
taught of as a knowledge structure, or framework, which interrelates all of iven topic.
Porter 2012:1 says that schema theory is about knowledge, about how is represented, and about how that representation facilities of the
knowledge in various ways. Qian Huang 2009:1 states that text only directions as to how a
reader should retrieve or construct meaning from previously acquired knowledge. Comprehending words, sentences, and entire texts requires the
combination of the non-visual information already stored and organized in the brain and the present visual information printed on the page.
In addition, Brown 2001:299 explain, reader brings information, knowledge, emotion, experience and culture that is schema or schemata to
the printed word. To get deeper understanding of schema in reading comprehension, the
readers or students also need to recognize the categories of schema or schemata.
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Schema theory consists of two categories: 1. Content schema, which knowledge, provides readers with a
foundation, a basis for comparison. 2. Formal schema known as textual schema, refers to organizational forms and rhetorical structures of written
texts. It can concludes knowledge of different text types and genre, and also includes the understanding that different types of text use text organization,
language structures, vocabulary, grammar, level of formality differently. Qian Huan: 2009: 139.
Strategies to activate schema theory or prior knowledge are: 1. Brainstorming, 2. Web sites to visit, 3. Class discussion, 4. Semantic
mapping, 5. Pre-question, 6. Visual aids, 7. Advance organizer. Also the strategies to increase schema theory or prior knowledge are:
1 Build on what they already know.
2 Increase background information.
3 Real-life experience.
4 Vicarious experience through wide reading. Porter: 2012: 2-4
expectation, virtually everything from past experience that are used in making sense of reading.
So, schema theory is a key role in reading comprehension, is based on the
situation.
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B. Clustering
1. The Definitions
In this research study, the researcher chooses a clustering as a kind of reading comprehension to help the students to comprehend a text
effectively. Clustering also known as concept mapping, mind mapping, semantic
mapping or word web that mean to a process used for exploring topics that explicitly or implicitly stated in the text. To make one, draw a circle and add
spokes radiating from it. Put the central idea or subject in the middle and add subtopics or related ideas around it in any order.
Erlik Widiyanistyati 2010: 17 in her thesis writes that clustering like listing is another way to get ideas to write about something and write them
in circle or bubbles, around the topic. Robb 2000: 127 says that clustering like brainstorming. Clustering is
free-association activity during which you branch out of from a central word or phrase that represent a topic or concept to be studied. This strategy
developed for pre-writing, but it works well for pre-reading fiction and nonfiction. Students write a word or phrase in the center of a page and
circle the word. Then they write and circle their ideas so that they radiate out word from the central word. Clustering connected ideas. After several
rative cluster on a chart paper. In the process, the teachers discuss the clustering
ideas and vocabulary and can clarify them for students. After reading, foster
