@mastersthesis{eprints26705,
           month = {April},
           title = {ACTIVATING STUDENTS? SCHEMATA IN TEACHING READING COMPREHENSION},
          school = {MASTER IN ENGLISH LANGUAGE TEACHING STUDY PROGRAM},
          author = {1423042052 Fitri Susmiati},
            year = {2017},
             url = {http://digilib.unila.ac.id/26705/},
        abstract = {Schemata refers to the students prior knowledge about their experient, stored on their mind. The way to reactive students? schemata are by using schema activation strategy and graphic organizers. Schema activation strategy is the process in reading, when people access what they know and match it to the information in a text. Graphic organizer is the design of teaching that use line, arrow and specific arrangement to describe the content of a text

The aims of this research is to find out whether there is a significant difference effect of schema activation strategy on students? reading comprehension achievement. The second purpose is to find out whether there is a significant different effect of graphic organizers on students? reading comprehension achievement. 

The research is conducted at the eight grade of SMPN 21 Bandar Lampung. The samples were the students of VIIIA and VIIIB. The data were collected by using multiple choice reading test. The data were analyzed by using SPSS. 

The result of the research shows that there was a significant difference of schema activation strategy on students? reading comprehesion and it is also showed that there was no significant diffrence of graphic organizers on students? reading comprehension achievement. From the result of data analysis by using t-test, it was found that the experimental class I the sig. is 0.00 ( P= 0.00 {\ensuremath{<}} {\ensuremath{\alpha}} 0.05) but in experimental class II the sig. is 0.101 (P = 0.101{\ensuremath{>}} {\ensuremath{\alpha}} 0.05). It means that schema activation strategy has significant difference on students? reading comprehension achievement, it is contrast to experimental class II. There was no significant difference on students? reading comprehension. 

Based on the gain scores of reading aspects, it is found that both of experimental classes generally improved for five aspects of reading but in experimental class II, it is tend to increase slightly. Finally, since schema activation strategy can be used to improve students? reading comprehension ability, it is suggested for the English teachers to apply schema activation strategy on pre reading activity.
}
}