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B. Identification of the Problem
Based on the background of the study, there are many problems that arise. The problems can be identified as follows:
1. Does Group Investigation Method work best in teaching reading so that
students are able to improve their reading comprehension? 2.
Does Direct Instructional Method work best in teaching reading so that students are able to improve their reading comprehension?
3. Does Group Investigation Method applied in teaching reading lead the
students to be autonomous learners in reading comprehension? 4.
Are the students with high level of schemata better taught using Group Investigation Method so that they can improve their reading comprehension?
5. Are the students with low level of schemata better taught using Direct
Instructional Method so that they can improve their reading comprehension? 6.
Is there an interaction between methods used in teaching reading and students’ schemata?
C. Problem Limitation
The writer realizes that it is impossible to answer all the problems. This limitation is taken because of time allotment and financial allocation.
The problems of the study are limited to some related variables. The writer only discusses Group Investigation and Direct Instructional method as the
experimental variables. Meanwhile, the teaching reading here will be focused on
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the teaching reading for university students. In addition, schemata are chosen as moderator variable because schemata are believed as the most influencing factor
in determining how readers comprehend reading materials. The writer is also eager to find out whether there will be an interaction between experimental
variables and moderator variable.
D. Problem Statement
From background of the study, problem identification, and problem limitation above, the writer formulates the problem of the study as follows:
1. Is Group Investigation Method more effective than Direct Instructional
Method to teach reading comprehension to the English three students of Tarbiyah Department of STAIN Pekalongan?
2. Do students who have high schemata have better reading comprehension than
those who have low schemata? 3.
Is there any interaction effect between the methods of teaching and students’ schemata on the students’ reading comprehension?
E. Objectives of the Study
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