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they were to activate preexisting schemata and to help students to integrate isolated pockets of knowledge into a schema or to build a new one.
McDonough 1995 as cited in de Debat, n.d explained that English for Second Language ESL and English for Foreign Language EFL students were
faced the difficulty of learning to read in a second language with texts that contained cultural assumptions of the target culture. Therefore, the learner might
lack the culture-specific background knowledge necessary to process the text in a top-down manner.
However, readers especially EFL readers like students of Basic Reading I, who encounter such difficulties could try to understand the text by using a slow
mechanical translation process; alternatively, they could make an effort to form a situation model from past experiences and try to force the text to fit preconceived
notions Grabe Stoller, 2002, p.30.
3. Interaction between text and reader
Interaction between text and reader may result in comprehension as Pressley and Afflerbach, for example, when beliefs of readers clash with opinions
expressed in texts 1995, p.66. Schema theory acknowledges that the reader plays a key role in the construction of meaning. Therefore, the readers age, gender,
experience, and culture are important considerations for teachers who want to select readings that will motivate their students. Anderson 1994 noted that when
readers cannot locate a schema that fits a text, they may find it incomprehensible. As mentioned by Respondent 2, she said that “setiap meeting, kita diberi teks
baru, jadi kita punya banyak vocab baru dan yang sulit itu predict artinya” every
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meeting, we were given a new reading text, so it meant we had a lot of new vocabulary and was difficult to predict the meaning. She also added that
”kesulitanku itu menemukan ide pokok dalam suatu text, lalu kalau kita tidak mengeti teksnya, kita gak bakal tahu jawaban yang benar”
I have difficulty to find the main idea of a reading text, then if we do not understand the text, we will
not get the right answer. Comprehension is also being influenced by knowledge of the words. The
number of words that students know determines the difficulty and complexity of the material students can read and understand. Failure to develop will definitely
hold you back in your efforts to improve comprehension Raygor Raygor, 1985, p.xi.
In short, the researcher concluded the students’ problem in reading were text characteristic, reader characteristic, and interaction between text and reader.
Depending on questionnaire and interview, the problem of text characteristic was lack of vocabulary, whereas the problem of reader characteristic was the
background knowledge. Then, the lack of vocabulary and the background knowledge influenced the interaction between text and reader that resulted in
comprehension.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions of the research and recommendations for English Education Study Program community member:
students, lecturers, and for other researchers. This chapter, then, is divided into two main parts, namely, conclusions and recommendations.
A. CONCLUSIONS
There were two problem formulations mentioned in the previous chapter, Chapter 1, they were: What exercise types used in Basic Reading I are and what
the problems faced by the students in reading in Basic Reading I are. Responding to the first question in problem formulation, the researcher
employed observations, questionnaires, document analysis, and interview. The researcher started with analyzing the result of observations and document
analysis, then designing and distributing questionnaires, and guiding interview. After all data obtained, the researcher found the goals of Basic Reading I. The
goals were that students are provided with the hands-on experience in applying the reading strategies when reading various types of texts. Moreover, the course
helps the students develop their English vocabulary and reading aloud ability. It also helps the students become independent and effective readers. The goals of
Basic Reading I influenced the exercise type used in Basic Reading I.
