1

THE RELATIONSHIP BETWEEN READING TEXT WITH FAMILIAR AND UNFAMILIAR TOPIC AND STUDENTS’

COMPREHENSION (A CASE STUDY AT SMK COMPUTER MUTIARA ILMU

MAKASSAR)

HUBUNGAN ANTARA TEKS DENGAN TOPIK YANG FAMILIAR DAN YANG TIDAK FAMILIAR DAN PEMAHAMAN

MEMBACA SISWA (STUDI KASUS DI SMK COMPUTER MUTIARA ILMU

MAKASSAR)

BESSE HARDIANTI

P0600215024

ENGLISH LANGUAGE STUDY PROGRAM FACULTY OF CULTURAL SCIENCES

POST GRADUATE PROGRAM HASANUDDIN UNIVERSITY

2017

ii

THE RELATIONSHIP BETWEEN READING TEXT WITH FAMILIAR AND UNFAMILIAR TOPIC AND STUDENTS’

COMPREHENSION (A CASE STUDY AT SMK COMPUTER MUTIARA ILMU

MAKASSAR)

HUBUNGAN ANTARA TEKS DENGAN TOPIK YANG FAMILIAR DAN YANG TIDAK FAMILIAR DAN PEMAHAMAN MEMBACA SISWA

(STUDI KASUS DI SMK COMPUTER MUTIARA ILMU MAKASSAR)

T h e s i s

Submitted as partial fulfilment of the requirements for the Magister Degree

in English Language Studies Program

Written and submitted by :

BESSE HARDIANTI

P0600215024

To

ENGLISH LANGUAGE STUDY PROGRAM FACULTY OF CULTURAL SCIENCES

POST GRADUATE PROGRAM HASANUDDIN UNIVERSITY

2017

iii

iv

PERNYATAAN KEASLIAN TESIS

Yang bertanda tangan dibawah ini:

Nama : Besse Hardianti

Nomor pokok Mahasiswa : P0600215024

Program Studi : Bahasa Inggris

Menyatakan dengan sebenar-benarnya bahwa tesis yang saya tulis ini

benar-benar merupakan hasil karya saya sendiri, bukan merupakan

penganbilan tulisan atau pemikiran orang lain. Apabila kemudian hari

terbukti atau dapat dibuktikan bahwa sebagian atau keseluruhan tesis ini

adalah karya orang lain, saya bersedia menerima sanksi atas perbuatan

saya.

Makassar, 12 Agustus 2017

Yang menyatakan,

Besse Hardianti

v

ACKNOWLEDGMENT

The long journey of this study would not have been completed

without the bless from the almighty Allah SWT and from the people who

have provided the writer with guidance, advice, support as well as

supervision. I would like to express my heartfelt appreciation to Dr. Abidin

Pammu, M.A. Dipl. TESOL, the main supervisor, for his valuable

feedback during the writing of the thesis. I also would like to convey my

most sincere gratitude to Dr. H. Fathu Rahman, M. Hum., my co-

supervisor who has provided me with substantial academic direction

during my hard time at ELS program. His constant concern and attention

provides me with resistance to complete this study at the English language

Study Program at Hasanuddin University.

My deep appreciation also goes to the three examiners, Dr. H.

Mustafa Makka, M. S., Dra. Nasmilah, M. Hum., and Dr. H. Sudarmin

Harun, M. Hum. For their feedback, corrections, as well as constructive

criticism to provide further improvement of the thesis. I would like to

express my thankfulness to my classmates in ELS 2015 who have

provided me with useful insights and suggestions as well as useful

references to complete the thesis.

vi

Finally, I would like to take this opportunity to express my sincere

and profound gratitude to the most valuable people in my life, my beloved

parents, Hj. St. Rohana and the late Ambo Lolo for their endless pray for

my success. The last but not least, I would like to pass my special thanks

to my husband, Muhammad Sukarno and my daughter, Besse Nurul

Fatin for their patience and love during the writing of the thesis.

Makassar, 1 July 2017

Besse Hardianti

vii

ABSTRACT

BESSE HARDIANTI. The Relationship between Reading Text with Familiar and Unfamiliar Topic and Students’ Comprehension: A Case Study at SMK Computer Mutiara Ilmu Makassar (Supervised by Abidin Pammu and Fathu Rahman).

The aims of this research were (1) to found out the relationship between familiar and unfamiliar topic and the students’ reading comprehension and (2) to determined how text familiarity and unfamiliarity affected the students’ reading comprehension on those expository texts as complex cognitive process.

The method was a qualitative and quantitative research method. The primary data were from direct observation, in depth interview, field notes, and as results of reading tests performed directly to the samples of 5 selected samples from SMK Computer Mutiara Ilmu Makassar. Supplementary data were from open-ended questionnaire. The determination of familiar and unfamiliar texts was performed by means of topics delivery, and familiarity and unfamiliarity were indicated from 16 sample topics presented. The level of difficulty of the text used from the study was carefully considered. The data were analyzed by means of descriptive qualitative based on interpretative research paradigm.

The results of this research showed that text familiarity and unfamiliarity were determined by their prevalence, their frequency of exposure in written and electronic media and degree of reading experience by the individual. The findings confirmed positive effect of familiar topic on the reading test results in almost all the samples. The five samples exhibited a relatively high score on the correct answers from the total 10 questions. In addition, unfamiliar topic seemed to provide more destructive effects rather than detrimental effect where almost all samples exhibited unsatisfactory results on reading text with unfamiliar ones. The reason for the differences was in reference to cognitive explanations where strategies and prior knowledge play the roles.

Key words: Relationship; familiarity; unfamiliarity; reading text; comprehension

viii

ABSTRAK

BESSE HARDIANTI. Hubungan antara Teks Bacaan dengan Topik yang Familiar dan yang Tidak Familiar dan Pemahaman Membaca Siswa: Studi Kasus di SMK Komputer Mutiara Ilmu Makassar (Dibimbing oleh Abidin Pammu dan Fathu Rahman). Penelitian ini bertujuan (1) menemukan hubungan antara topik yang familiar dan tidak familiar, serta pemahaman membaca siswa; dan (2) menentukan pengaruh keakraban dan ketidakakraban teks terhadap pemahaman membaca siswa sebagai proses kognitif yang kompleks terhadap kinerja tersebut. Metode penelitian adalah metode kualitatif dan kuantitatif. Data primer diperoleh berdasarkan pengamatan langsung, wawancara mendalam, catatan lapangan, dan hasil tes baca yang dilakukan langsung pada kelima sampel terpilih di SMK Komputer Mutiara ilmu Makassar. Data tambahan berasal dari tanggapan tertulis sampel menggunakan kuesioner terbuka. Penentuan teks yang akrab dan tidak akrab dilakukan dengan melihat pilihan para sampel dari enam belas contoh topic yang disajikan. Data dianalisis secara deskriptif kualitatif berdasarkan paradigma penelitian interpretatif. Hasil penelitian menunjukkan bahwa keakraban dan ketidakakraban teks ditentukan oleh prevalensinya, frekuensi keterpaparannya dalam media tertulis dan elektronik, serta tingkat pengalaman membaca secara individu. Temuan tersebut mengkonfirmasi efek positif dari topik yang familiar pada hasil tes baca di hampir semua sampel. Kelima sampel tersebut menunjukkan skor yang relatif tinggi terhadap jawaban yang benar dari sepuluh pertanyaan. Selain itu, ketidakakraban terhadap topik tampaknya memberi efek yang lebih destruktif, yakni hampir semua sampel menunjukkan hasil yang tidak memuaskan pada teks bacaan yang tidak mereka kenal. Alasan perbedaannya mengacu pada penjelasan kognitif, yakni strategi dan pengetahuan sebelumnya memainkan peran. Kata kunci: Hubungan; keakraban; ketidakakraban; membaca teks; pemahaman

ix

TABLE OF CONTENTS

Title Page ................................................................................................... i

Submission Sheet .................................................................................... ii

Approval Sheet ........................................................................................ iii

Pernyataan Keaslian Tesis ..................................................................... iv

Acknowledgement .................................................................................. v

Abstract .................................................................................................. vii

Abstrak .................................................................................................. viii

Table of Contents .................................................................................... ix

List of Tables ........................................................................................... xi

List Of Figures ........................................................................................ xii

List Of Abbreviation .............................................................................. xiii

List Of Appendices .............................................................................. xiv

CHAPTER I INTRODUCTION ............................................................................ 1

A. Background ...................................................................................... 1

B. Research Questions ....................................................................... 11

C. Objectives of The Research ........................................................... 12

D. Significance of The Research ........................................................ 12

E. The Scope of The Research .......................................................... 13

F. Organization of The Paper ............................................................ 14

G. Research Terms ............................................................................ 14

x

CHAPTER II REVIEW OF LITERATURE ................................................ 17

A. Previous Related Studies ............................................................... 17

B. Theoretical Background ................................................................. 24

C. Conceptual Framework .................................................................. 45

D. Operational Definition .…………………………………..….….…….. 45

CHAPTER III RESEARCH METHODOLOGY ........................................ 47

A. Research Design ........................................................................... 48

B. Subject of the Research …………..……….….……………………. 50

C. Research Instruments…………………………..….………………….51

D. Sampling Techniques ……………………………………………….. 54

E. Determination of Familiar & Unfamiliar Topic…………….…………54

F. Data Collection Procedure…………………………...…………….…55

G. Data Analysis Techniques…………………………………………….56

CHAPTER IV: FINDINGS AND DISCUSSION …...……….……………. 57

A. Finding ………………………..…...…………………………………….57

B. Discussion… ….………………………………………………...……....72

CHAPTER V: CONCLUSION AND SUGGESTION ………………..…...86

A. Conclusion ….. ………………………………………………………...86

B. Suggestion ……,.………………………………………………....……...87

BIBLIOGRAPHY ...................................................................................... 89

APPENDICES

xi

LIST OF TABLES

Table Page

1. Distribution of Topics and Subject Response Learner 1 58

2. Distribution of Topics and Subject Response Learner 2 60

3. Distribution of Topics and Subject Response Learner 3 62

4. Distribution of Topics and Subject Response Learner 4 63

5. Distribution of Topics and Subject Response Learner 5 65

6. Distribution of Familiar & Unfamiliar Topics 67

7. Test Results of reading with Familiar Topics 69

8. Test Results of Reading with Unfamiliar Topics 71

9. Effect of Familiar and Unfamiliar Topic 83

xii

LIST OF FIGURES

1. Coady’s Model of EFL/ESL Reader 27

2. Conceptual framework 45

xiii

LIST OF ABBREVIATIONS

1. EFL English as Foreign Language 2

2. ESL English Second Language 2

3. L2 Second Language 2

4. RCS Reading Comprehension Strategies 3

5. LGBT Lesbian, Gay, Bisexual, Transgender 60

6. PDST Professional Development Service for Teacher 31

xiv

LIST OF APPENDICES

Number

1. List of Topics

2. The Visual Basic Programming

3. The Incredible Flea

4. Open ended Questionnaires

1

CHAPTER I

INTRODUCTION

This chapter presents the background study and the problem

statement, such as the status of English as a foreign language in

Indonesia and the context of reading as a core component within the

national curriculum. This part also addresses the research questions,

objectives of the research, the significance of the research, scope of the

research, research terms, and organization of the paper.

A. Background

Over the years, teaching and learning of English Language can be

considered to be an integral part of Indonesia educational system for a

long time to now (Mappiasse & Sihes , 2014: 114). The status of English

in Indonesia is well documented in the state decree number 096/1967 of

the Ministry of Education and Culture of the Republic of Indonesia. This

status clearly defines English as a foreign language and as a compulsory

subject within the curriculum from secondary schools to tertiary levels

throughout the country. For over more than two decades from 1950 to

1975, the objective of teaching English has been to enhance reading skills

for dealing with English academic text. As core content within the national

curriculum, English contents included other skills, such as listening,

speaking, writing, and with still greater emphasis on reading in year 1984

2

up to 1994. A shift of content orientation underwent slight changes with

moderate emphasis on communication and writing at both curriculum year

2004 and 2006 (Minister of Education and Culture, 2012).

English also gives access to the latest ideas and opportunities to

enhance professional credibility through participation in international

meetings, forum, and partnership. In this respect, distance seems to be no

longer a serious handicap as if countries constantly come closer to each

other. In addition, advancement in technology has enabled the people to

enter different countries and come home for dinner in the same day. In this

context, different nations will be able to establish a good relationship that

is only possible if countries share one language for communication. It is

commonly known that that communication offers us an opportunity to

engage in cultural interaction that will enrich the culture in more global

sense. Reading necessity does not only prevail within EFL setting such as

Indonesia but also in ESL context.

From among the four language skills, namely such as reading,

writing, speaking, and listening. Reading comprehension is considered to

be the most important skill, especially for L2 learners. This skill was so

important to language learning and teaching that by the end of the first

quarter of the twentieth century an approach named the “reading

approach” emerged which underlined reading as a tool for language

learning and emphasized reading skills for foreign languages (Brown,

2000). The importance of reading is proven by the emerging needs of EFL

3

learners willing to pursue better education overseas. They have to deal

with a lot of readings in English that requires strategies to comprehend

those texts. Often the learners are prevented from the opportunities to go

abroad because they did not fulfill the standard of TOEFL score required

by the university overseas.

In an EFL context such as Indonesia, reading is considered to be

one of the most important language skills to be acquired because of lack

of enough exposure to the spoken form of the target language. Zhang

(2001:175), stated that Reading in Indonesia context is not only essential

in the comprehension of textbooks but also essential to perform

professional jobs, such as doing translation because there are too many

university or undergraduate students are not able to read. This is probably

one of the main reasons that the government is trying to integrate Reading

subject into the curriculum starting from secondary school to tertiary level.

Reading is a major academic skill that is introduced to students

during the early school years. Therefore reading instruction should prepare

students to interact in a meaningful manner with a variety of texts. Good

readers focus their attention on the major ideas as they incorporate the

metacognitive skills needed to accomplish the task of understanding text.

Consequently, good readers are strategic readers who have developed

the necessary skills to benefit fully from the decoding process of reading.

That is why reading comprehension strategies (RCS) have been given

ample attention in research on language learning strategies. Koda (2005:)

4

believes that skillful readers continuously adjust their reading behaviors to

cope with the text difficulty, task demands, and other contextual variables.

They monitor their reading process carefully and take immediate steps

when encountering comprehension problems. They are aware of their own

cognitive and linguistic resources and are capable of directing their

attention to the appropriate clues in the texts. These and similar behaviors

which separate skilled from less-skilled readers are called strategic

reading.

The imposition of Reading as a core subject within the secondary

school curriculum implies that reading is an important skill for all learners

regardless of their educational and social background. In Indonesia, the

main objective of English language education is to promote discourse

competence (i.e., students’ communicative ability, both in oral and written

language in any communicative events). In order to achieve the goal,

learners also have to learn other competences: actional competence,

linguistic competence, socio-linguistic competence, and strategic

competence. Thus, discourse competence is the final goal oflanguage

learning while the other competences are treated as the supportive

competences but should be firstly acquired (Depdiknas, 2004). The

imposition of reading may benefit the students in all level of education

because the current curriculum does not seem to provide sufficient skills to

deal with the demands of literacy skills. The ability to comprehend

textbooks in English has been the main concern of Indonesian educators

5

and teaching professionals. They often urge the government especially the

Department of Education and Culture to make revision of the curriculum.

English as a foreign language aims to equip the learners with

decent communication as well as literacy skills in order to be able to

pursue further education overseas. However, proficiency in English is

difficult to achieve because English is not the official language of the

country and is only in use within school instruction under the English

subject and exposure to the target language is relatively rare outside

classroom setting. This condition has made it difficult for EFL learners in

Indonesia to make sufficient practice required for the language proficiency.

Besides, the learners from all level of education in this country needs other

skills, such as speaking in order to deal with the global demands. The

global demands require that people from all over the world understand

spoken English because it has been the major language used in

international events, such as conferences, seminars and workshops.

At present, the Indonesian government demands its people to

acquire high standard of English in reading. The government has become

well aware of the need of literacy skills to establish political and economic

engagement with other countries. More recently, the government of

Indonesia through the Department of Education and Culture has urged its

people all over the country to improve their literacy skills in order to be

able to challenge the dynamic development of globalization era.

Meanswhile, Whitehead (2008) confirms that this mission is relevant to the

6

need of language proficiency as an essential condition for its people in

order to gain resistant survival in this fast changing society. This mission is

relevant to the need of language proficiency as an essential condition for

its people in order to gain resistant survival in this fast changing society.

Whitehead (2008) confirms that in large part of the world, the use of

English creates a space that enables communication and debates to take

place.

The vitality of the language skills and its importance in the world of

global economy is apparent in a scholar’s statement. Richards (2008)

argues that one of the simple facts of life in the present time is that the

English language skills of a good proportion of its citizenry are seen as

vital if a country is to participate actively in the global economy and to have

access to the information and knowledge that provide the basis for both

social and economic development. He convinces that central to this

enterprise are English teaching and English language teacher education.

However, the learning and teaching of English in Indonesian tertiary

education has faced some challenges. More and more tertiary learners

find it difficult to read and understand academic text in their respective

subject disciplines. Recent investigation of the reading behaviour of EFL

learners in Indonesia demonstrated that their main motivation to read was

for fulfilling the assignment (Erna, 2012:3).

The apparent under performance of tertiary learners has raised

questions about current development of teaching and learning a foreign

7

language in Indonesia. The development of language teaching does not

seem to provide significant impact on the improvement of learners’ poor

standard of EFL performance particularly in reading skills. There has been

strong perception among teaching practitioners, teachers, and educators

regarding poor standard of English achievement at all levels of education

(Syatriana, 1998; Hamra, 1996; Kweldju, 2001). They claimed that most

university graduates are not able to read with full comprehension. Such

perception is also justified through the profile of many tertiary graduates

who could not meet the TOEFL score of 500 and above in the admission

test for the postgraduates studies at Hasanudin University. The learners’

failure to achieve the TOEFL band score provides a clear outlook that a

large majority of university graduates have poor performance on reading

skills. As Lie (2007) claims that even though English is officially taught

through the country from secondary schools to tertiary levels, competence

in the English language among learners at both schools and universities is

generally low.

Successful comprehension monitoring requires the detection of

unknown or inconsistent information and an awareness of strategies that

can be utilized to alleviate the problem. Effective readers are able to

monitor their own comprehension and take the necessary steps to cope

successfully with difficulties encountered in comprehending text. The

public perception of Indonesia scholars and researchers show that the

majority of Indonesia students are not even able to comprehend textbooks

8

in almost all disciplines. They often claim that the failure of teaching

English in Indonesia context is due to the lack of teacher training and the

complexity of geographical conditions that make it difficult for the

government to provide such needs. It is even difficult for the government to

establish standard of curriculum suitable for Indonesian context with

diverse cultural and social background.

The students’ attitudes toward reading can influence achievement.

The parents play a major role in promoting and sustaining children's

enthusiasm for reading. Regularly, children observe their parents and

other individuals reading. Therefore by observing their parents and others

interacting with print, children learn that reading and writing have

functional environmental uses (Brown, 2000 and Briggs, 1987). The

children easily ascertain the attitude that others have toward reading and

the importance of reading in daily life. Over a period of time, students have

gradually assimilated their attitudes toward reading from the actions and

beliefs of those with whom they regularly come in contact (Briggs, 1987).

Students who develop positive attitudes toward the value of reading will

approach reading instruction with a greater possibility for success.

Extensive research has been conducted on the teacher's influence in

helping to foster students’ attitudes toward reading. Schofield (1980) found

that teachers who value reading tend to promote positive attitudes and

higher achievement among their students. Obviously, when learning to

read, children are also developing attitudes toward reading and their own

9

reading proficiency. Children are also affected by the instructional behavior

of their teachers.

Allington (1980), discovered that teacher-pupil interaction was

different for good and poor readers. He found that teachers are more likely

to interrupt poor readers who err when reading aloud than good readers

who err similarly. As a result, the actual instructional time allocated for

reading tasks is much less for the poor readers. In general, research (e.g.,

Kennedy & Halinski, 1978), has shown that good readers have a more

positive attitude toward reading than poor readers do. The poor attitude of

disabled readers may have a negative effect on reading achievement.

High interest in reading tends to be associated with high achievement, and

low interest in reading tends to be associated with failure in reading. The

failure in reading therefore must have relevance with the quality of

teachers, insufficient infrastructures, and professionalism. Reading must

be integrated with all sectors of education and as such teacher training is

important to deal with such problem.

An Indonesian researcher, such as Artsiyanti (2010) mentioned that

in Indonesia, most of the students got some problems in mastering English

language. Firstly, teachers rarely speak English in the classroom. The

second, Lessons are emphasized on grammar (and not in conversation),

but students are rarely given direction such as how and what the functions

of the grammatical elements that they are learning. Third, the

Vocabularies, which given by teachers ware not very useful in daily

10

conversations. The last, the material of English lesson in junior high school

and high school was unsustainable. The students stated that there was a

repetition of the material (such as tenses) that had been taught at junior

high school, but the functions and applications were unclear enough.

Some of above problems, commonly found by all students in Indonesia,

the English language became important to learn but it is rather difficult for

students to learn especially junior high school students even in senior high

school or vocational school English language becomes a test of

determining their graduation.

The vitality of reading also applies for vocational secondary school

in South Sulawesi Province. An example of this is the vocational high

school of computer students of Makassar who are required to read the

written text of English language. This is because there is a lot of

information and knowledge about computers written in English. The public

have perceived that the students' performance in reading skill is still

unsatisfactory. The students of Computer Department in “SMK Computer

Mutiara Ilmu Makassar are regarded to have very poor reading ability and

they possess very little interest in English reading text. The vocational

school need to be the object of research and investigation in order to find

the existing problems that may inhibit the attainment of goals stipulated in

such institution. Researchers and educational practitioners in this region

need to consider improvement of vocational education in order to provide

better education for all people regardless their social and economic

11

background. The result of research may be useful at the institution and

therefore the students’ literacy skills could be improved.

In this case the researcher was investigate whether reading text

with familiar and unfamiliar topic affect their comprehension over the

English expository text. This is crucial for such institution because

Computer Department will deal a lot of text written in English. Basically, if

students read a lot of English texts, they will get more language input from

the reading activity. Students can also enrich their vocabularies that can

help them understand the science of computer. Finally, the students of

computer school need the reading skill in English in order to equip them

with knowledge on computer as demanded by the school. The integrating

theory and practice in order to improve the students’ reading performance

to enable them pursue education not only at tertiary level in their own

country but also pursue education overseas.

B. Research Questions

The present study attempts to explore whether students’ familiarity

and unfamiliarity over the topic of particular English text bridges

comprehension. Therefore, the following are formulated as research

questions (RQ).

1. What is the relationship between familiar and unfamiliar textual topic

and students’ comprehension at vocational high school of Computer

Mutiara Ilmu Makassar?

12

2. How do topic familiarity and unfamiliarity affect students’

comprehension at vocational High School of Computer Mutiara Ilmu

Makassar?

C. Objectives of The Research

The main objectives of the research is to find out the profiles of

students’ reading comprehension ability in the two types of text, familiar

and unfamiliar topic, so that conclusion can be made in which aspect of

reading the teacher can be recommended to improve their teaching

performance that leads to students’ improvement in reading. In particular,

the objective of current research are formulated as follows:

1. To explore whether there is a relationship between familiarity and

unfamiliarity of textual topic and students’ comprehension of students

of vocational high school of computer Mutiara Ilmu Makassar.

2. To elaborate arguments as to why text familiarity or unfamiliarity affect

students’ comprehension over the text.

D. Significance Of The Research

The present study deals with the relationship between topic

familiarity and unfamiliarity and students’ comprehension. The research

will have significant contribution to the development of research in EFL

reading in Indonesian context in general and in South Sulawesi Province

in particular. The finding from this research will add the existing literature

13

regarding roles of text genre towards text comprehension. At least, the

present research contributes to the development of research in EFL

context in Indonesia so that it can bridge the research and classroom

pedagogical practices. The present research is expected to bring a

positive teaching implication to improve students’ reading skills at the

institution where the research is undertaken. Finally, the research will

benefit both teachers and students in terms of teaching and learning

improvement to enable them (students) comprehend textbooks in various

disciplines. At least, teachers from this institution can learn from the

research to improve their teaching methodologies in reading to enable

their students pursue education at higher level.

E. The Scope of the Research

The focus of the present study is the relationship between familiar

and unfamiliar topic of the English texts and students’ comprehension. The

concept of familiarity and unfamiliarity will be based on the subject

perception over the expository text that will be selected for this study. The

familiarity of text may derive from lexical item already possessed by

students during the data collection process. The familiarity may also derive

from students’ better awareness due to their experience in reading an

English text. The subject familiarity and unfamiliarity will be crosschecked

with their level of comprehension on the given English text. Finally,

14

familiarity over the text may also derive from available reading strategies

used to assess the text.

F. Organization of the Chapters

In this paper consists of three chapters. Chapter One comprises the

background, problem statement, objective of the research, significance of

the research, scope of the research, and organization of the paper and

research terms. Chapter Two consists of literature review that consist of

previous research and theoretical background (reading skill and schema

theory). Chapter Three includes research design, research instruments,

technique of data collection, and technique of data analysis.

G. Research Terms

1. Reading comprehension is the process of constructing meaning is

the process in which the reader combines their prior knowledge with

the additional information from a text, draw the meaning of words, and

connect it to reach the clear understanding of 8 9 the written text

(Pang, et al., 2003:14).

2. Familiar is something or someone is easy to recognize because of

being seen, met, heard, etc. before. We can say that we know about

something or someone well. (Cambridge Advanced Learner’s

Dictionary & Thesaurus).

15

3. Familiarity is a measure of how frequently a linguistic item is thought

to be used, or the degree to which it is known. This may be measured

by asking people to show on a RATING SCALE whether they think

they use a given word or structure never, sometimes, or often. Word

familiarity has been used as a way of selecting vocabulary for

language teaching. (Richards Jack C and Schmidt Richard,2002: 198).

4. Topic is in language teaching, a curriculum, course or syllabus in

which content and teaching and learning activities are centered around

topics or themes, such as family, leisure, music, etc. Other aspects of

the course (skills, grammar, etc.) are all linked to the core topics of

the course. (Richards Jack C and Schmidt Richard, 2002: 198). In this

study, the writer focus on topic in reading skill.

5. Schema Theory is The theory that in comprehending language

people activate relevant schemata allowing them to process and

interpret new experiences quickly and efficiently. Schemata serve as a

reference store from which a person can retrieve relevant existing

knowledge and into which new information is assimilated. When

encountering a topic in reading or listening, the reader activates the

schema for that topic and makes use of it to anticipate, infer, and

make different kinds of judgments and decisions about it. Schema

theory plays an important role in theories of second language reading

and listening comprehension. (Richards Jack C and Schmidt Richard,

2002). Then they continuous, they consist in two types of schema

16

theory that are: 1).content schemata and 2). Formal schemata. A

difference is sometimes made between content schemata and

formal schemata. Content schemata deal with general background

knowledge related to the topic such as might be associated with the

topic of an earthquake. Formal schemata deal with the rhetorical

structure of language and a person’s knowledge of the structure of a

particular genre, such as news reports or journal articles.

17

CHAPTER II

REVIEW OF THE LITERATURE

This chapter addresses fundamental information regarding previous

research that have been conducted in relation to the topic of the research.

This part clearly shows the gaps that make the present research is

different from the previous research. It also deals with theoretical

discussion that addresses the background information regarding familiar

and unfamiliar topic of reading. In addition, it also addresses the whole

conception about familiar and unfamiliar topic based on experts and

researcher. Every part sums up the whole ideas that will clearly show the

core component of each sub titles.

A. Previous Related Studies

There has been an overwhelming of research already done in

relation to topic familiarity and unfamiliarity and students comprehension..

These studies have already provided significant implication on the

teaching of Reading subject in various EFL contexts notably in Indonesia.

Despite the massive development of research on this issue,

researchers all over the world are still exploring the arguments as to why

relationship between familiarity and unfamiliarity of text topic contribute to

comprehension. Therefore, the present study attempts to fill the gap and

explore the role of familiar topic in L2 reading. However, most of the

research centers on the discussion of reading difficulty and reading

18

strategies. Little attention has been paid to reading especially in relation to

text familiarity. Therefore, the present study attempts to fill the gap and

explore the role of text familiarity in L2/EFL reading. The present research

presents those research findings so that researchers have the scenario

about segment of reading that needs to further explored and investigated.

Chang (2006) investigated the effects of topic familiarity and

linguistic difficulty on the reading strategies and mental representations of

nonnative readers of Chinese. The research design employed a qualitative

research design because the researcher intended to reveal the holistic and

deep information about Chinese students in handling familiar topic. The

results suggest that subjects in all four groups predominantly engaged in

local-level processing with the exception of two types of global-level

processing: monitoring one’s comprehension and generation of inferences.

While monitoring efforts were motivated by both topic familiarity and

linguistic difficulty, inferencing events were primarily facilitated by topic

familiarity. In addition, topic familiarity was also found to have a facilitative

effect on the mental representations of the reading passages whereas no

effects due to linguistic difficulty was found.

Another important research about topic familiarity is by Chansri

(2008) who included gender perspectives. In this research, Chansri

(2008) investigated the relationship between topic familiarity, gender

differences, vocabulary, and English reading comprehension of students at

the university level in Thailand. By utilizing questionnaires and interviews

19

as the research instrument, he came up with the finding that showed

positive relationship between the reading comprehension test of familiar

and unfamiliar topics and on the vocabulary test. In addition, the

participants also obtained a higher mean score on the topics that were

familiar to them than on the topics that were not familiar to them,

regardless of gender. This research confirmed that female participants

performed better than the mean score of the male participants on female-

related topics. On the reading comprehension test of familiar and

unfamiliar topics, the male participants obtained better score than the

mean score of the female participants on male-related topics. This

research confirmed that gender related readers helped in enhancing

comprehension.

Cultural context has also been under investigation on research

regarding familiar and unfamiliar topic. In this context, Erten and Razi

(2009) conducted research about “The effects of cultural familiarity on

reading comprehension”. The result of this study concluded that firstly,

cultural familiarity facilitates comprehension. Secondly, although reading

activities do activate schematic knowledge and promote strategic reading

behaviors, the influence of cultural familiarity still needed. Therefore, if

readers lack the relevant cultural schema, reading activities cannot fully

compensate for the discrepancy or help readers comprehend a text.

Research focusing on content familiarity of text has also been done

in the context of English as a foreign language in a Spanish institution.

20

Martínez (2014), for example, conducted her research on the analysis of

the effect of content familiarity and gender on English as a foreign

language reading comprehension with Spanish University Students. The

result of the study showed that gender and content familiarity significantly

affected the students' overall comprehension of the texts. This study

showed that the linguistic threshold hypothesis as both the elementary

level and intermediate level readers of the study could read and

understand better when the text was familiar, irrespective of their language

knowledge and also it seems to support the interactive view of L2 reading

comprehension.

A more recent investigation of the relationship between topic

familiarity and comprehension has been under documentation in another

context of English as a foreign language. Yu-Jiao (2014), for example,

conducted a research on the effect of topic familiarity on L2 Incidental

vocabulary acquisition (IVA) in reading- an experimental study based on

path analysis”. This research explores the relationship between topic

familiarity, reading comprehension and L2 incidental vocabulary

acquisition with the help of path analysis SPSS 17.0. The result of this

research showed that topic familiarity has a significant influence on

reading performance and reading performance has a significant effect on

vocabulary learning and then topic familiarity has an indirect influence on

incidental vocabulary acquisition. The research confirmed that the

acquisition of vocabulary may occur through topic familiarity.

21

A more dynamic investigation of the relationship between topic

familiarity and comprehension has been under investigation with the

involvement of test taking strategies. Lee (2011), conducted research on

second language reading topic familiarity and test score: test-taking

strategies for multiple-choice comprehension questions. The substance of

the study refers to describing what students do when they are taking

reading comprehension tests by asking students to verbalize their

thoughts. The research came up with the finding that the strategies used

by participants in the test-taking situation to process text were similar

regardless of topic familiarity. Besides that this study contributed toward

L2 reading assessment by presenting the test-taking strategies in regard

to different topic familiarity and by demonstrating the validity of multiple-

choice reading tests.

Research involving pre-reading activity and topic familiarity has also

been under investigation in the field of reading research. Rouhi A. &

Asghari F. (2011) conducted a research on the effect of topic familiarity

and pre-reading activities on reading comprehension and lexical

inferencing”. A review of the research literature indicated that superiority

of +F–P group over the –F+P group in terms of both reading

comprehension and lexical inferencing tests further implied that providing

readers with pre-reading activities on an unfamiliar topic could barely

make up for the lack of topic familiarity in either reading comprehension or

lexical inferencing.

22

Investigation of topic familiarity and gender perspective has been

performed in the context of English as a foreign language. Jalilehvand et

al (2014) conducted a study an content familiarity and gender-neutral texts

in foreign language reading comprehension. The result from this study

was a two-way interaction effect between familiarity and gender. It was

found that females scored higher on familiar texts whereas males

outperformed the females on the unfamiliar texts. The study confirmed that

gender differences contribute to students’ performance in reading

comprehension. There was no account reported as to why females

outperformed the males in that context. One could be the main reason was

probably due to reading experience where males have more exposure to

reading text before the research was conducted.

The most recent development of reading research involving topic

familiarity has been performed in the context of English as a foreign

language. Mahmoudi & Mahmoudi (2017), conducted a study entitled,

“Can Topic Familiarity Override Language Proficiency in Reading

Comprehension?”. The obtained results indicated that topic familiarity

cannot override language proficiency in reading comprehension; that is,

low-proficiency students could not catch up with high proficiency students

even in familiar topics. The research confirmed that proficiency in the

language had stronger implication to understand text than familiarity of the

topic.

23

Based on the research perspective involving topic familiarity and

comprehension, researcher from all over the world are convinced about

the effectiveness of text familiarity and comprehension. As mentioned in

the previous research, there has been a positive relation between topic

familiarity and students’ comprehension and thus these studies will have

significant teaching implication both in the context of English as a second

language and as a foreign language. In addition, some researchers

believe that there is correlation between familiar topic, schema theory,

gender, and vocabulary in reading comprehension. Despite a range of

studies that have been performed, little has been addressed regarding

what types of text genres contribute to comprehension.

In order to contextualize the research on reading particularly in

relation to text familiarity and comprehension, the present study explores

the relationship between text familiarity, unfamiliarity, and students’

comprehension. The focus of the present study is on the vocational

secondary school located in Makassar as the capital of the province of

South Sulawesi. The setting will be on SMK Computer Mutiara Ilmu

because the institution also impose the subject of Reading as a core

component in the curriculum. The study is expected to contribute to the

development of research on the field of reading particularly in relation to

text familiarity.

24

B. Theoretical Background

1. Concept of Reading

a. Definition Reading

Experts in the field of language teaching and learning have

provided a wide range of reading definitions. Most available definitions are

based on the concept of reading that derive from both top-down and

bottom-up process of reading. Therefore, the meanings are often identical

because these definitions relate to the concept of reading as cognitive

process. The following definitions of reading are based on the notion of

reading as cognitive process, which take into account the process of

information transfer.

Reading is a process of manipulating phoneme-grapheme

relationships as described by a structural linguist Leonard Bloomfield

(Dubin & Bycina, 1991). The bottom-up model of reading, basically,

fostered practices in reading instruction which built up learners decoding

abilities from the bottom up, starting with the smallest units, single letters,

letters blends , and building up to words and phrases. With the emergence

of the more recent model, that is, the top-down model, this model of

reading which viewed that reading takes place by matching sounds and

letters became outdated

Anderson (1999) stated that reading is as an interactive, fluent

process which involves the reader and the text in building comprehension

of meaning. Such interactive processing also implies the interaction

25

between reader and text. Recently, researchers view the reading

comprehension process as an interaction between the reader’s

background knowledge and text. Schema theorists have examined the

importance of background knowledge in the system called bottom-up and

top-down processing in order to facilitate reading comprehension.

Reading is an indirect communication between the author and the

reader, using the linguistic symbol and the prior knowledge by reader has

had to produce reading comprehension. From the previous conception of

reading, it may be understood that reading is a complex process which

involves the coordination of a multitude of skills. Strategic readers can be

distinguished from the less-skilled readers by their methods of interacting

with text. The mental processes of good readers must be understood in

order to make assumptions concerning the nature of reading.

b. Definition of Reading Comprehension

Reading comprehension processes was one of the goal of self-

reading skills. According to Tankersley ( 2003: 90 ) stated that in reading

comprehension, there are three factors which influence the level of

reader’s comprehension among other things, the first factor is the reader

has command of the linguistic structures of the text. The second factor is

the reader is able to monitor and reflect his or her own level of

understanding while reading the material. And The third factor and most

important criterian influencing the comprehension is the reader has

adequate background in the content and vocabulary being presented.

26

Elizabeth (2003:15) stated that comprehension is the process of

deriving meaning from connected text. It involves word knowledge

(vocabulary) as well as thinking and reasoning. It means that Indeed the

reader's understanding in reading foreign language text is not based on

the content of his writing but the knowledge, they have already had it.

According to Research and Development (RAND) Reading Study Group

(RRSG, 2002) in Snow (2010) stated that the process of simultaneously

constructing and extracting meaning through interaction and engagement

with print. As addition, Watter Kerrin, et al. (2016:3) stated that Reading

comprehension is the act of interpreting written information from a text; this

involves using prior knowledge to interfere information, making a

representation in mind about the text and its content, and then applying

this information to a new situations.

c. The psycholinguistic model toward reading for English foreign

learner

Reading process is an interactive between readers and writers

through writing text media under the control of psycholinguistics. Good

reader is the reader to understand fully what he has read. Understanding

greatly aided by reflection or thinking about what they read. Coady

mentioned that the basic of psycholinguistics in the process of

comprehension by the reader can be seen from consolidation of three

important things, namely the aspects of the reader’ background

27

knowledge Interact with the concept of the reader' ability to produce

comprehension and process strategy (Michael and Richards, 1989: 219).

we can see in figure 1.

Figure 1. Coady’s Model Of The ELS/EFL Reader

The first, the conceptual abilities refer to intellectual ability, it is the

ability needed to perform various mental activities such as thinking,

reasoning, and problems solving. Actually, Individuals need to use the

intelligence and for the right reasons for assessing or determining

something. So, it should be emphasized, that the reading skills is not only

to know the vocabulary one by one from the reading text but it also needs

to be reasoning. The second, knowledge background refers prior

knowledge by the reader. According to Coady in Michael and Richards,

(1989:220) noted that knowledge background is important variable, we

have seen many students with western knowledge background of some

kind learn English faster On average compared with those without the

background knowledge. Coady mentioned also the interest and

BACKGROUND

KNOWLEDGE

PROCESS

STRATEGIES

CONCEPTUAL

ABILITIES

28

background knowledge will bring through for the learner to understand at a

plausible rate and keep him embroiled in The material despite the

difficulties syntax. And the last, process strategy refers to actions taken to

achieve specific objectives to obtain comprehension.

d. Establishing Reading Goals

Establishing a goal for reading is a prerequisite for monitoring the

reading process and planning appropriate strategies for understanding the

text. By setting goals, students are able to generate hypotheses and

formulate expectations which will guide their reading. Anderson and

Armbruster (1982) suggested that surveying the text and determining the

goal can improve both enjoyment and comprehension. Seeing a definite

need for goals, Stauffer (1969) emphasized the importance of goal setting

in his Directed Reading-Thinking Activity. Because of setting goals,

students gain experience in structuring the specific objectives, which will

guide and aid them in reading. Reading must be goal-directed because

readers must determine strategies for utilizing texts in various ways and

must establish appropriate goals.

Once goals are formulated, students will be able to make use of

their knowledge of the topic to stimulate the background knowledge

required for comprehension.. These goals of reading either explicitly or

implicitly can influence students’ understanding of text. In general, good

readers are constantly determining reasons for reading, performing an

overview and determining the intention of the author before they begin to

29

read. Finally, setting the purpose of reading will confirm better

understanding of text. This cognitive process requires readers to depend

heavily upon their experiential background to comprehend what they are

reading. Therefore, students need to make themselves familiar with the

topic by increasing their vocabulary and reading awareness.

e. Teaching Reading Comprehension for Senior High School

In teaching English for EFL senior high schools, the students need

some strategies to comprehend the English text, so that messages

delivered by the author can be understood by the reader. Refer to

guideline English curriculum of reading comprehension for teacher

(PDST: professional development service for teacher) mentioned that in

fact the process of reading comprehension is seen instead of having

started reading. But before we read until reading resolved. As a reader

apply pre-reading for previewing text and post-reading for obtaining the

Information is needed.

In Indonesia, English for senior high lever has aim based on

Departemen Pendidikan Nasional (2006) is understanding students

interpersonal, ideational, and textual meanings in various written text.

Written text is in the form of descriptive, narrative, recount, procedure,

report, news item, anecdot, exposition, explanation, and discussion.

(Yuniarti, 2013:3).

Next Pardo (2004) stated that separating guideline into pre-reading,

when reading and post-reading, for the teacher can outline exercises for

30

each phase that will enhance students comprehension and furthermore

give chances to teacher to exhibit procedures that readers apply at each

stage. He mentioned also comprehension is a procedure in which readers

build up signification by socialize with text by applying the reader' prior

knowledge and past experience, the output of the text and the

establishment of the reader pick up relationship to the content of text.

English teacher should teach strategy comprehension to their students

because it is mental processes.

f. Level of Reading Comprehension

Generally, there are three level toward reading comprehension.

Basaraba et all. (2012:352) stated that there are three levels of

comprehension, namely: the first is literal. the second is Inferential and the

last Evaluative.

1) Literal Comprehension

This first level, students are required to know the vocabularies and

synthetic in the reading text and also understand the meaning presented.

According to Rupley and Blair (in Basaraba et al., 2012:352) mentioned

that literal comprehension have two strategies, namely recall and

recognition. Recall is the ability to provide an idea (e.g., main idea or

detail) that was part of passage. Recognition is the ability to recognize

whether specific information is provided in a passage.

Guideline of English curriculum of the reading comprehension for

teacher (PDST: professional development service for teacher) mentioned

31

that in the level literal comprehension of the four strategies. First, creating

images is “ to use the senses to help them to draw conclusions, make

predictions, interpret information, remember details and assist overall

comprehension”. (PDST: professional development service for teacher).

Second, skimming is “To involve glancing quickly through a text to gain a

general impression of the content. Graphics, italics and headings are

useful cues when skimming a text”. (PDST: professional development

service for teacher). Third, scanning is glancing through material to locate

specific details, such as names, dates, places or some particular content.”

(PDST: professional development service for teacher). Fourth, self

questioning is to encourage readers to constantly think of questions

before, during and after reading to assist them to comprehend text. Self-

formulated questions provide a framework for active reading and

engagement as students go in search of the answers.” (PDST:

professional development service for teacher).

2). Inferential Comprehension

Inferential comprehension is the reader comprehend for making

meaning toward text . At this level, the reader applies the information

available to predict the readings, draw conclusions and the reader can

explain the information from what he has read. so that readers can find

the attachment between the idea of reading text. make interpretations

about the author’s intended meaning and/or understand the relationships

between the elements presented in the text (Basaraba et al , 2012: 352).

32

Guideline of English curriculum of reading comprehension for

teacher (PDST: professional development service for teacher) mentioned

that in the level literal comprehension of the four strategies. First,

connecting is to comprehend text by making strong connections between

their prior knowledge and the new information presented in text. (PDST:

professional development service for teacher). Second, comparing is “

closely linked to ‘Connecting’. When making connections to the text, self,

other texts and the outside world, pupils also make comparisons. There is

an emphasis on identifying similarities and differences.” (PDST:

professional development service for teacher). Third, inferring is “the

readers to comprehend text by making strong connections between their

prior knowledge and the new information presented in the reader to move

beyond the literal text and make assumptions about what is not explicitly

stated in the text. It can involve predictions, conclusions and

interpretations that are neither confirmed nor rejected.” (PDST:

professional development service for teacher). Fourth, predicting helps

readers to activate their prior knowledge about a topic, so they begin to

combine what they know with the new material in the text. Predictions are

based on clues in the text such as pictures, illustrations, subtitles and plot.”

(Reading Booklet. PDST: professional development service for teacher).

33

3). Evaluative comprehension

In the last level, the reader is required to give criticism and explain

their understanding, so that this level is a follow up of the literal and

inferential. As applying the last level some of the action can be doing

(Reading Booklet. PDST: professional development), such as:

Synthesising is piecing information together as students read a text, to

keep track of what is happening. Next, determining the important important

information from phrase, sentence, paragraph, chapter or whole text.Then,

summarizing and paraphrasing is reducing larger texts to focus on

important elements and re-stating/re-writing text in own words using key

words to capture main focus. Finally, Self Questioning is providing a

framework for active learning as students engage with the text to find

answers.

2. The concept of Schema theory

a. Definition of Schema Theory

Actually schema theory is introduced by Frederic Bartlett (1932).

Bartlet (1932:2) stated that remembering consist of perceiving study, and

all of thinking, they are cognitive process and part of individual. This

Theory is the involvement of background knowledge and experience in the

past as an initial interpretation of the understanding. Schema theory

started from theory remembering by Bartlett, in his study about

experimental and social Psychology. It was foundation of schema theory.

34

besides that, in his study claimed that two method from remembering.

Namely, repeated reproduction and serial reproduction. repeated

reproduction : The same individual repeatedly reproduces the same story,

than Bartlett Centered to how people remember the story and how their

memories will change over time, finally their ability for retelling. serial

reproduction used the children’s game of rumor or telephone. The first

person whispers a word or phrase into the ears of a second person, until it

reaches the last player, The last player says the word or phrase out loud.

From the this, we can hear how much it has changed from the first whisper

at the beginning. Another book by Bartlett, his book’s (1958) namely

Thinking: An Experimental and social study. Without, it’s book not enjoy

the first book “Remembering”. It is called Human Chain ( Roediger, 2003).

Then related with the definition of schema theory is the active role

of the organization as the influence of the past, it means that there is an

active role organizing the background knowledge or experience of the past

could be the foundation of one's understanding (Bartlett:1932).

Continued Goodman (1976)’s schema theory is the model

“guessing games”, that refers to the human which consist of memory high

level structure like structure abstract in heir mind. Continued Coady

(1979)’s basic psycholinguistic model is elaborate in three important

aspect they are conceptual abilities, process strategies, and background

knowledge for producing reading comprehension (in Michael and

Richards C. Jack, 1987: 219). Also, Richards C. Jack (1987: 220) stated

35

that schema theory is the process of interpretation which guided by the

principle that every input is mapped against some existing schema and

those all aspects of the schema must be compatible with input

information. Finally, schema theory is abstract structure in brain of human

which organized by the comprehension of existing or past experience with

new knowledge and comprehension. Then, according to Brown (2011)

mention that The hallmark of the theoretical schema is The text of reading

does not give meaning by itself but, In the reader's brain there is already

information, experience, culture, emotions that are abstract shapes. This is

called the schema theory.

From the all, the writer conclude that schema theory is interactive

between readers with text readings. Readers read using abstract schema

(combination prior knowledge, experience, culture) in their minds. So that

it can get the available information of meaning in the text.

b. Types of Schema Theory

Michael and Richards (1987: 223), stated that just two type of

schema theory, they are formal schemata and content schemata. There

are three major types of schema theory, they are formal of schema theory,

content of schema theory and cultural of schema theory (carrel,

1983.1987, carrel and Eisterhold:1983). As general, there are three types

of schema theory, namely (Yousef et al.,2014; Hui et al., 2007). The

explanation of the each types are:

36

1). formal of schema theory or textual schema is defined as knowledge

background which refers to comprehend the linguistic, organization

between text, rhetorical organization. Formal schemata is knowledge

background of the reader and comprehension about rhetorical

organization structure of the text (Michael and Richards, 1987: 223).

Formal schemata are the organizational forms and rhetorical structures

of written texts (Hui et. al., 2007). Formal schemata or textual schema

is knowledge of linguistic structure, rhetorical structure and knowledge

of the text how it is organized and what the main features of a

particular genre of written ( Yousef et. al., 2014). Recently, Weliati

(2015), stated that Formal schemata is The structures rhetorical and

text organizational. Like language structures, vocabulary, grammar and

level of formality differently. It described as expectation in our

attempts to understand a meaning abstract, encoded, internalized,

coherent patterns of meta-linguistic, discourse and textual organization.

2). Content of schema theory is knowledge background including text

area, such as text topic. Content schemata refers to the background

knowledge of the content area of a text, or the topic of a text talks

about (Hui et. al, 2007). Generally content schemata contain in

formation about topic text (Zhang : 2010). Next, Weliati (2015) stated

that content of schema theory refers on knowledge background

discusses the contents of the text and topics in the text, such as

familiar topics, knowledge background, and experience aspect.

37

3). Linguistic of schema theory included knowledge background about

linguistic, like vocabulary and grammar. Hai (2007) stated that linguistic

schema is the foundation of other schemata, because linguistic

knowledge plays an essential part in text understanding. Then, Weliati

(2015) stated that This schema is the main foundation of other schema

because it has an important role in understanding the text. without

knowledge of language (linguistic)the reader does not know the

meaning of the text.

However, dissimilar with Brown (2001), defined that there are two

types of schema theory, as follow first, content schemata refers to

knowledge about people, the world, culture, and the universe. and

second, formal schemata is knowledge about discourse structure of the

text.

c. Schema Theory in Reading Comprehension

The process of the occurrence of schema theory for reading

comprehension has been presented by several experts. One of them,

Michael and Richards C. Jack (1987: 221) stated that two basic modes of

information possessing they are bottom up and top down. Bottom up (data

driven) is processing is evoked by the incoming data, the features of data

enter the system through the best fitting. Top down (conceptually driven)

occurs as the system makes general predictions based higher level,

general schemata and then searches the input for information to fit into

these partially satisfied, higher order schemata. Hui (2007) stated that in

38

psychologists distinguished three kinds of processing: bottom-up model,

top-down model and interactive model.

Brown (2007) stated that there are three processes that cover

how reading skill. Firstly, bottom-up processing refers to how readers read

by knowing the meaning of every word in the text to get the idea.

Secondly, top-down processing is the process in which readers are aware

of core information submitted by the author although the reader is not

familiar with all the vocabulary contained in the reading text. Thirdly,

interactive reading processing is Readers combine between Bottom-up

Processing and Top-down Processing. The reader can know linguistic

structure include the meaning each vocabulary and comprehend discourse

knowledge

In addition, Mikulecky (2008:1) identifies that all of a person’s prior

knowledge, experience, and values are organized in categories, or

schemata. Finally, Knowledge has been obtained and the experience that

is passed through will be stored in the human brain in the form of abstract

structures which are called schemata theory. The schema theory admits

the importance of background knowledge in in the comprehension

process. Experts often argue that the background knowledge is essential

in visualizing the object being described in the text.

So previous information affects new information that involves the

schemes stored in our minds. According to Rumelhart (1976: 6) there are

three kinds in the modification of schema theory in learning process, as

39

follows. Firstly, accretion refers to the process of encoding with new

information with an existing schema. This process is the interpretation of

new information with the existing scheme, this is called the process of

interpretation. it is as the basis for reconstruction of information

processing to change the system, answering questions that cannot be

answered before. It like cognitive dissonance (Adekoya, 2013). Secondly,

tuning or Schema Evolution refers to the function of applying the scheme

is slowly improving. So the combination of new information and

experience can not be fully accommodated in the existing scheme, As a

result the scheme should be more consistent with the new

experience.Thirdly, restructuring or Schema Creation refers to the process

of creating a new scheme from the new information.

d. Reading as Cognitive Process

As part of receptive skill, reading has been widely perceived as a

process of cognition that works within the mind. As a cognitive process,

reading involves processes that constitute a beginning state, an

intervening transformation, and an end state (Bernhardt, 1991). Taking

into account Just and Carpenter’s (1987) view, a reading process involves

what information in the text that accounts for as a point of departure, how

long the process takes, what information used during the process, and

what the reader has learned when the process is finished. This implies that

understanding cognitive process means examining the reading process as

40

an interpersonal problem-solving task that takes place within the brain

knowledge structures (Bernhardt, 1991).

Reading is simply a receptive language process that requires

cognitive process. Goodman (1998), stated that reading is a

psycholinguistic process that starts with a linguistic surface representation

encoded by a writer and ends with meaning which the reader constructs.

As such, there is an essential interaction between language and thought in

reading. The writer encodes thought as language and the reader decodes

language to thought. Goodman (1998) argues that proficient readers, for

example, are both efficient and effective in constructing the meaning that

they can assimilate or accommodate that bear some level of agreement

with the original meaning of the author. As a cognitive process, reading

constitutes a social process that involves cultural transmission (Bloome &

Greene, 1984).

Language comprehension is generally viewed in cognitive theory

as consisting of active and complex processes in which individual

construct meaning from written information (Anderson 1985; Byrnes 1984;

Call 1985; Howard 1985; Pearson, 1985; Richards 1983). The mental

processes necessary for comprehending aural and written text are

sufficiently similar to comprehension of both can generally be discussed as

a common phenomenon. Anderson (1985) distinguishes comprehension

into three interrelated processes that include perceptual processing,

41

parsing, and utilization. The meaning of each interrelated process may be

elaborated in subsequent paragraphs.

In perceptual processing, learner’s attention focusses on oral or

written text with portion of the text being retained in short term memory.

The capacity limitation of short term memory prevents specific word

sequences from being retained longer than a few seconds. This happens

due to incoming infromation that tends to replace the old information that

had been retained in short term memory. While the text is still in short term

memory some initial analysis of the language code may begin and

encopding process gradually convert the text to meaningful

representations. During this process, attention may be directed selectively

to aspect of the tasks or the context that will be useful in comprehension.

(O’Malley & Chamot, 1999).

In parsing, words and phrases are used to construct meaningful

mental representation of the text . Individuals first decode individual words

by matching the aural or visual pattern of the word with its representation

in the declarative knowledge stored in long term memory (Gagne, 1985).

The result of decodning is lexical access, or a matching between words in

short term memory and a type of dictionary in long-term memory that

enables to identify the meaning of individual words. There are existence of

variations in the amount of information retained in long term memory, the

way in which information in long term memory is organized (Rabinowitz

& Chi, 1987).

42

The third process is what they call as utilization where a learner

relates a mental representation of the meaning of the text to declarative

knowledge in long term memory. This propcess is referred to as

elaboration in other description of the reading process (Gagne, 1985). In

this process, declarative knowledge is stored in long term memory in

terms of either propositions or schemata. Utilization is the key to

comprehension process. In any message, according to this expert, there

may be an interplay between information that already stored and

information that is entirely new. Anderson (1985), refers to this as a

distinction between suppositions, ideas that writer or speaker presume we

already know and assertion, information the speaker or writer consider

either new or warranting emphasis. There are linguistic devices for

conveying that information which is supposed or asserted (O’Malley &

Chamot, 1999).

e. Comprehension in Reading

The theoretic views of comprehension in reading have been widely

acknowledged in the literature of reading to account for as bottom-up and

top down process. Johnston (1981), states that reading comprehension

involves conscious and unconscious use of various strategies. Carrell

(1998), reminded that new views of the nature of the reading process have

revitalized both theory and practice in second language reading. According

to this view, reading is an interaction of both top-down and bottom up

processes. These processes utilize background knowledge that can be

43

termed as concept-driven. The interaction between top-down and bottom-

up process may be examined from the perspectives of theory, research

and instruction. Overall, the new insight of reading process has

emphasized the role of schema or background knowledge in the process

of reading comprehension. The study employs top-down process as the

theoretical framework that views the schema as element to be central of

inferring meaning from the text. The view is relevant to the existing study

that takes adult learners whose background knowledge is already

sufficient to derive meaning from the text by employing strategies for

understanding written texts.

The top down model is influenced by schema theory, which

emphasizes the importance of the reader’s background knowledge in the

reading process (Carrell, 1998). According to this theory, to comprehend

the text, readers make use of both the text and their background

knowledge. Therefore, interaction of the background knowledge and the

text is important for effective and efficient reading. According to some

experts, a number of processes repeatedly occur in readers’ mind while

reading. The schema or background knowledge under top-down process

makes sufficient account for comprehension of the text. With the help of

such strategies and with the use of pre-reading information readers will be

able to make some predictions about the text. The process of

comprehension begins at the sentence level where readers identify the

meaning and grammatical category of a word and text details. While the

44

sentence provides information for further process, readers will check

whether the information fits again by employing both top-down and bottom

up process to make prediction about the text

The theoretical framework of the reading comprehension model is

presented in the following diagram based on top-down process. The

theoretical framework of comprehension in reading developed for this

study is what the so-called a schema-theoretic view that incorporates both

knowledge and input governed system. Goodman (1973) and Smith

(1971) addressed this view as the ‘psycholinguistic model of reading’. This

term is what Goodman also calls as ‘psycholinguistic guessing game’. The

very essential notion of this model is that the reader reconstructs a

message, which a writer has encoded as a graphic display (Goodman,

1972). The model is viewed as an act of the reconstruction of meaning as

being an on-going process of sampling from the input text involving

prediction. The better the reader is able to make correct prediction the less

confirming via the text necessary and the less visual perceptual

information the reader requires (Goodman, 1972) cited in Patricia et al.

(1998). This view is widely taken as an important reference in the field of

second language reading research.

Coady (1979), further elaborated this psycholinguistic view to

reading who claimed that the model of the EFL/ESL reader’s background

knowledge interacts with conceptual abilities. He incorporates conceptual

abilities with processing strategies that involve various components of

45

reading ability including general language processing skills. Coady’s

framework of reading has provided essential reference to the present

study with EFL background because he is the one that integrates the

emphasis of background knowledge with EFL situation. The following is

Coady’s (1979) model of the reading process.

C. CONCEPTUAL FRAMEWORK

Figure 2. The theoretical framework of this research

D. OPERATIONAL DEFINITION

1. Schema theory is combination between prior knowledge, existing

information and experience in our mind, like abstract schema, in

interpreting new knowledge and information.

2. Students’ perception is students’ opinions about topic familiar in

reading text toward the students comprehension.

46

3. Topic familiar is something has known well, closely with as.

4. Topic unfamiliar is something has not known with as even we never

find something that.

5. Students’ reading comprehension is the ability to understand the

meaning of the text and capable to get implicit of information in the

text.

47

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, research instruments,

subject of the study, sampling techniques, pilot study, data collection

process, and technique of data analysis.Two important considerations,

such as reliability and validity of data are seriously taken into account to

ensure valid and reliable research findings. To provide a holistic view

regarding the methodology of the present study, this chapter addresses

the research approach that includes how the subjects were determined,

what characteristics and subject eligibility were considered, the sampling

technique, research instrumentations and their suitability, data collection

procedure, and data analysis.

To provide a holistic view regarding the methodology of the present

study, this chapter addresses the research approach that includes how the

subjects were determined, what characteristics and subject eligibility were

considered, the sampling technique, research instrumentations and their

suitability, data collection procedure, and data analysis. To cater for

degree of research validity and reliability, Cresswell’s (2009)

recommendations that include all forms of potential intervention that may

affect the research outcome, such as research treatment as well as task

design have been given due care. These mentioned aspects will provide

48

justifiable arguments that guide the researcher to obtain reliable and valid

data thus present high acceptability of these current research findings.

A. Research Design

The present research is mainly exploratory in nature where a

mixture of both quantitative and qualitative method was employed. The

strength of qualitative research, for example, is its ability to provide

complex textual descriptions of how people experience a given research

issue. According to Weijer et al. (1999) qualitative research provides

information about the “human” side of an issue that is the often-

contradictory behaviors, beliefs, opinions, emotions, and relationships of

individuals. Qualitative method is also effective in identifying intangible

factors, such as social norms, socioeconomic status, gender roles,

ethnicity, and religion, whose role in the research. When used along with

quantitative methods, qualitative research can help us to interpret and

better understand the complex reality of a given situation and the

implications of quantitative data (ibid, 1999). Quantitative methods, on the

other hand, may play a subsidiary role in that they provide quantified

background data to contextualize small scale project, they may test

hypothesis derived from qualitative work and finally can provide a basis for

case sampling. Both qualitative and quantitative research can aim at

description of social reality and they are complementary rather than

contradictory.

49

There is a need to present a number of philosophical assumptions

regarding the nature of these two forms of research. Wierisma (2000), for

example, states that qualitative and quantitative researchers represent two

distinctly different approaches to understanding of the phenomena.

Krathwohl (1993) cited in Hadianto (2011) points out that qualitative

research describes phenomena in word instead of number or measures

while quantitative research describes phenomena in number, category and

classification as well as measures. In this respect, the different research

methods can have a number of implications. However, certain scholar,

such as Lincoln and Guba (1985) posited arguments against the mixed

method and stated that these virtually represent different worldviews. They

remind that qualitative method is effective for triangulation whether the

results of quantitative results are consistent with the findings. They also

argue that both qualitative and quantitative share equal weights in the

case of integrated in one study, or they are conducted simultaneously or

consecutively. The mixed methods adopted for this study are integrated in

one study where the cognitive and metacognitive investigation on reading

has different treatments in terms of form and process of data collection.

The design of the present research is a qualitative and quantitative

research design commonly used as mixed method research design. The

design is because the subjects of the research are very limited that does

not involve a large number of populations. The instrument utilized involves

open-ended questionnaire and in-depth interview in order to suit the nature

50

of the research design. The selection of limited number of subject that

requires the research design to be a qualitative design is due to the fact

that not many students have good proficiency in reading at the vocational

education of Mutiara Ilmu Makassar. Therefore, the present research limits

the number of the subjects in order to have holistic view of the relationship

between familiar and unfamiliar topic and the students’ comprehension.

The two types of text will be the basis for comparing whether students’

comprehension is affected by the familiarity and unfamiliarity.

B. The Subject of the Research

The subjects were senior secondary school education whose age

ranges from 16-18 and who have studying English at the institution for two

years. At the commencement of the research, the subjects were towards

the end of their third year of education and the researcher assumed that

they have possessed substantial language proficiency. The subjects were

selected in such a way that they could represent the large population

needed for the study. Therefore, they were eligible to take part in the study

because they have had level of reading and to report in what they have

read. The subjects’ previous experiences at school were considered

sufficient to provide data about familiar and unfamiliar topic.

The determination of the subject based on the considerations

mentioned above matched the consideration as advised by Cohen (1995)

to take the subject’s language proficiency, maturity, and knowledge of the

51

task and instruction into account. Overall, the subjects have had

substantial ability in a problem-solving task as well as verbalizing ability in

making assessment about familiar and unfamiliar topic. The subjects were

eligible to meet what Someren et al. (1994) have advised that the

important property of subjects with regard to the applicability to provide

assessment of what familiar and unfamiliar topic are. There is a need to

pinpoint that the subjects’ level of proficiency does not necessarily reflect

the proficiency level of learners with ESL background. There is a reliance

on types of considerations used for classifying level of proficiency. Overall,

the educational and social background of the subject are taken into

account and therefore they could provide reliable and valid data needed

for the study.

C. Research Instruments

In order to comply with the expected data needed for the study, a

cluster of research instruments was employed. These include familiar and

unfamiliar reading text, open-ended interview and questionnaire as well as

field notes. The use of range of instruments is fundamental for the study

that mixes both quantitative and qualitative paradigm. The validity and

reliability of adopted research instruments is then important to ensure

accountable process in order to obtain results of academic and trustworthy

investigation. The academic reading text or an expository text was the

most appropriate genre of text selected to suit the collection of verbal

protocols for some reasons.

52

Firstly, expository texts have characterized the reading section of

the entrance test when the students first enrolled in their tertiary education.

Secondly, lecturers had often used expository texts as textual drills in

assigning the students with the reading comprehension exercises at most

tertiary studies in Indonesia. Finally, expository texts were the most often

encountered in the reading part of the test in the recruitment of

employment in the government offices and for admission test for the

postgraduate level. In addition, the academic reading text is an appropriate

means of stimulating the learners’ verbal report data. Finally, EFL learners

were constantly in contact with texts of this nature during their course of

study.

The academic reading text or an expository text was the most

appropriate genre of text selected to suit the collection of verbal protocols

for some reasons. Firstly, expository texts have characterized the reading

section of the entrance test when the students first enrolled in their tertiary

education. Secondly, lecturers had often used expository texts as textual

drills in assigning the students with the reading comprehension exercises

at most tertiary studies in Indonesia. Finally, expository texts were the

most often encountered in the reading part of the test in the recruitment of

employment in the government offices and for admission test for the

postgraduate level. In addition, the academic reading text is an appropriate

means of stimulating the learners’ verbal report data. Finally, EFL learners

53

were constantly in contact with texts of this nature during their course of

study at tertiary level.

Another important research instruments as mentioned before

include open-ended questionnaire and in-depth interview. The utilization of

the instruments matches the research qualitative design of the present

research. In addition, field notes and interview were also utilized to provide

more reliable qualitative data from the samples. The second semester

students account for as the samples of the study because at this stage

they are vulnerable to familiarity and familiarity of text.

The third important instrument, background questionnaire, was

employed as a tool to gather additional data about the subject. The

background questionnaire is an essential research tool for qualitative

inquiry that helps in the provision of secondary data and for triangulation

purposes. It was considered important to obtain extent of information from

the informants regarding their family, background study and their

motivation towards learning English as a foreign language to ensure

reliable and valid gain of data about the learners’ cognitive reading

characteristics. This additional information was especially helpful in

providing supplementary information when insufficiency occurred during

the think-aloud session. The background questionnaire was designed in

semi-structured form to account for as written field notes for triangulation

purposes. Data gained from the background questionnaire is important for

justifying that the subjects were homogenous.

54

D. Sampling Technique

The sampling technique adopted for the present research employs

purposive sampling technique. Five students regarded as the best

students representing the total population of the second year students

were selected as the research samples. The criteria set up for the

principles of selection include homogeneity of the students, level of

maturity, and their academic performance including their academic

achievement during schools and reading test to be performed prior to data

collection. At least, there are additional criteria for selecting the samples in

order to gain reliable and valid data about what counts as familiar and

unfamiliar topic.

E. Determination of Familiar and Unfamiliar Topic

To determine what constitutes familiar and unfamiliar topic, a list of

topical issues ranging from daily life to academic life were delivered to all

the second year students (about 50 students). These learners were asked

to provide a tick (those that include familiar issue and without a tick those

that include unfamiliar). Some students might not have the same rating of

the familiarity and unfamiliarity but the researcher should be able to

determine what issues that received the greatest tick. From this, familiar

and unfamiliar topic were determined. From this basis, two reading texts

were prepared for collecting data according to familiar issue and unfamiliar

issue. These two different texts were used as reading test for the selected

55

samples and the responses upon the reading questions were matched

between level of correct answers and topic familiarity and unfamiliarity.

From doing this, the trend of familiar and unfamiliar topic could be

determined.

To see the students’ reading comprehension, the researcher used

reading test. The researcher took reading text from printed book for

vocational school grade XI (curriculum 2013). It is because the samples of

the research have used curriculum 2016.

F. Data Collection Procedure

The data collection procedure was performed directly at the setting

of the research in the campus of SMK Mutiara Computer Makassar

sometime towards the end of June 2017. Two determined English

expository texts (familiar and unfamiliar text) were prepared and used as

reading test for 5 selected samples for the study. The first reading text

entitled, “Visual Basic Programming” as familiar topic and the second text

entitled, “The Incredible Flea” treated as unfamiliar topic. The first day of

data collection, familiar text was given to 5 selected samples and they

were given 60 minutes to respond to the accompanying questions. The

second day of data collection, the samples were provided with unfamiliar

text and given 60 minutes to complete the accompanying questions. The

samples’ responses to each type of text (familiar and unfamiliar) were

examined, assessed, and crosschecked with one type of the text to obtain

the relationship between the responses and text familiarity.

56

G. Data Analysis Technique

As the study employed two different methods of data collection, the

quantitative and qualitative, then the treatment of data analysis would be

different. Insights from research reference of the methods of data analysis

are used as a guide for this purpose. With reference to the coding system

in the qualitative research, Merriam (2009:169) suggests managing

system for organizing data with the involvement of coding system.

Information gained from this system will be analysed inductively by means

of interpretation and description. The nature of data analysis that concerns

verbal reporting will be content analysis.

The level of difficulty of the text used from the study was carefully

considered. The data were analyzed by means of descriptive qualitative

based on interpretative research paradigm. The data obtained from open-

ended questionnaire, direct observation and test results were described

and compared. Responses obtained from interview were critically

evaluated and assessed before concluding the relationship between

students’ responses and topic familiarity and unfamiliarity.

57

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter addresses the findings gained from doing field

research on Mutiara Computer Ilmu Makassar based on a number of

research instrument used for the present study that include observation,

in-depth interview, and open ended questionnaire. These findings are the

basis for presenting the discussions involving the subject perceptions of

familiar and unfamiliar topics. How these familiarity and unfamiliarity affect

their comprehension of expository text are also discussed in this chapter.

A. Findings

The findings of the present study came up with two determined

issues that base the analysis between familiarity and unfamiliarity and

reading performance. The followings are data where reliability and validity

have been considered in order to have real picture of the relationship

between text familiarity and unfamiliarity and reading performance. The

presentation of finding are based on the actual study and data evidence

that were gained from utilizing several research instruments, such as

interview, field notes, open-ended questionnaire and reading test results

that were performed directly in the research setting in one of the vocational

high school at Makassar.

58

Table 1: Distribution of Topics and Subject Response (N=5)

LEARNER 1 (ARP)

NO TOPIC FAMILIARITY UNFAMILIARITY REASON

1 Travelling Unfamiliar Not interested and rarely travel

2 Transportation Familiar Prevalence and availability in daily live

3 Tourism Unfamiliar Prevalence but not interested

4 Business Unfamiliar Prevalence but not interested

5 Politics Familiar So pervasive in social media

6 Media and Communication

Unfamiliar Not my study destination

7 Gender Unfamiliar Not my interest

8 Language Familiar My interest and study destination

9 Music Unfamiliar Not talented in this area

10 Technology Familiar So pervasive in mass media

11 Sport Familiar It is one of my hobby

12 LGBT Unfamiliar Not really concerned

13 Global Warming Unfamiliar Never read text about it

14 Health Familiar It is often a problem in myself and

59

my family

15 Computer Familiar It is the daily topic in my school

16 Agriculture Unfamiliar It is not mentioned at all in my school

The table confirms areas in which the learner (LEARNER 1) is

familiar and unfamiliar with a range of topics presented to him. This learner

has 6 topics familiar and 8 topics unfamiliar. The range of familiarity and

unfamiliarity is generated by a range of reasons, such as interest,

prevalence, hobby, availability, frequency and so on. These reasons may

not be the case with other learners under this investigation most probably

due to differences in economic, education, and social background. Despite

the differences, the learner’s reasons for responding to this investigation

must be considered as valid and reliable findings. Learner 1 seems to be

more realistic in terms of his own knowledge of the so called familiarity. He

makes use of his reading experiences to make justification about the topic.

To sum up, this learner is able to make assumption regarding familiar and

unfamiliar topic.

60

Table 2: Distribution of Topics and Subject Response (N=5)

LEARNER 2 (YAW)

NO TOPIC FAMILIARITY UNFAMILIARITY REASON

1 Travelling Familiar I like travelling

2 Transportation Familiar Prevalence and availability in daily live

3 Tourism Unfamiliar Prevalence but not interested

4 Business Unfamiliar Prevalence but not interested

5 Politics Unfamiliar Prevalence of corruption

6 Media and Communication

Familiar This is an important issue

7 Gender Unfamiliar Not my interest

8 Language Familiar I simply like it

9 Music Unfamiliar Not talented in this area

10 Technology Familiar So pervasive in mass media

11 Sport Unfamiliar It is not my interest & hobby

12 LGBT Unfamiliar Disgusting topic

13 Global Warming Unfamiliar Never read text about it

14 Health Unfamiliar Not interested because it’s expensive

61

15 Computer Familiar It’s the major course in my school

16 Agriculture Unfamiliar Not the main topic in my school

Learner 2 as illustrated in this table is rather unique compared with

the rest of the learner in this investigation. He makes almost 80% of the

total topics presented to him as unfamiliar. Among of those are health,

global warming, LGBT, sport, music, gender, politics, business and

tourism. This learner is different from learner 3 in terms of two main

issues, such as politics and global warming. This learner has some

similarities and differences with the rest of other learners, such as making

the importance and availability in TV channels to be the reference for

making it familiar or unfamiliar. It may be inferred from this list that topic

familiarity and unfamiliarity is relatively different from one learner to the

other learners. The difference may concern with reading experience, topic

preference, and availability in mass media. This learner is also able to

make justification about familiar topic and unfamiliar one based on his

reading experience at school that revolves around texts about computer.

62

Table 3: Distribution of Topics and Subject Response (N=5)

LEARNER 3 (MRJ)

NO TOPIC FAMILIARITY UNFAMILIARITY REASON

1 Travelling Unfamiliar Seldom travel

2 Transportation Unfamiliar Not prevalence in social media

3 Tourism Familiar Prevalence and interested

4 Business Familiar Prevalence and it’s my father’s main job

5 Politics Familiar So pervasive in social media

6 Media and Communication

Unfamiliar Not my study destination

7 Gender Familiar There is a lot of written materials about it

8 Language Familiar My interest and study destination

9 Music Unfamiliar Not talented in this area

10 Technology Unfamiliar Not my interest

11 Sport Familiar It is one of my hobby

12 LGBT Unfamiliar Not really concerned

13 Global Warming Familiar Available in TV channels

63

14 Health Unfamiliar Not interested in discussing about it

15 Computer Familiar I deal with it every day

16 Agriculture Unfamiliar Not the major course in my school

As illustrated in this table, learner 3 makes an equal balance

between familiar and unfamiliar topics out of 14 topics presented to him.

Among the unfamiliar ones include health, LGBT, technology, music,

media and communication, transportation and travelling. The reference for

classifying those topics as unfamiliar and familiar resemble with some of

the learner in this investigation, such as availability in social media and

prevalence as public issues. This learner does not really make any

difference between the rest of the topics presented to him. As senior

secondary vocational school, he is also able to make justification regarding

text familiarity. He is not much different from the rest of other learners in

this group who based his justification on daily experience.

Table 4: Distribution of Topics and Subject Response (N=5)

LEARNER 4 (TAP)

NO TOPIC FAMILIARITY UNFAMILIARITY REASON

1 Travelling Unfamiliar Never do any travelling

2 Transportation Familiar Prevalence in TV channels

64

and social media

3 Tourism Familiar Prevalence and interested

4 Business Familiar So prevalence in TV and social media

5 Politics Familiar So pervasive in social media

6 Media and Communication

Familiar Interested in reading about it

7 Gender Unfamiliar Not my interest

8 Language Unfamiliar Don’t like English at all

9 Music Unfamiliar Not talented in this area

10 Technology Unfamiliar Not my favorite area

11 Sport Familiar It is one of my hobby

12 LGBT Unfamiliar Not really concerned

13 Global Warming Familiar It is an important world issue

14 Health Familiar It is important in life

15 Computer Familiar The main course of my school

16 Agriculture Unfamiliar It is not my interest

65

As can be seen in this table, learner 4 makes 6 topics as unfamiliar

topics, such as LGBT, technology, music, language, gender and travelling.

The main reason for including such topics as unfamiliar includes interests,

prevalence, availability in TV channels and social media. Learner 4 makes

the rest of the topic as familiar when they are important and interesting.

However, despite of the range of reason available in this investigation this

learner is not so different with the rest of the learners in terms of

perception and judgment. The types of justification differ in some respect

from other learners because he makes use of interest as the basis for

making justification of familiar and unfamiliar topic.

Table 5: Distribution of Topics and Subject Response (N=5)

LEARNER 5 (MNH)

NO TOPIC FAMILIARITY UNFAMILIARITY REASON

1 Travelling Unfamiliar I am not rich and never travels

2 Transportation Familiar It is so important during holidays

3 Tourism Familiar Prevalence and interested

4 Business Familiar Prevalence and interested

5 Politics Familiar So pervasive in TV channels

66

6 Media and Communication

Unfamiliar Not interested in it

7 Gender Unfamiliar Not my interest

8 Language Unfamiliar Not my destination of study

9 Music Familiar Many people like it

10 Technology Familiar So pervasive in mass media

11 Sport Unfamiliar It is not my interest

12 LGBT Unfamiliar Not really concerned

13 Global Warming Unfamiliar Never read text about it

14 Health Unfamiliar It is not a good topics

15 Computer Familiar It is the major course of my study

15 Agriculture Unfamiliar Not my interest

Learner 5 as illustrated in this table is rather different from the rest

of learners in this investigation. He assumed sport, LGBT, global warming

and health as unfamiliar topics with reference to his interest and their

availability in TV channels and social media. This learner consider other

topics, such as technology, music, politics, business, tourism and

transportation as familiar topics because they are available in TV channels

and mass media. Despite differences in terms of interest and perception

about familiarity of topics, this learner has identical reference for making

67

judgment about specific topics. This learner makes use of personal

justification, such as economic background and personal interest.

Appearance in TV channels is one of the fundamental aspect for film to

justify whether a topic is familiar or unfamiliar.

Table 6: Distribution of Familiar & Unfamiliar Topics

LEARNER FAMILIAR UNFAMILIAR

LEARNER 1 Transportation, politics,

language, technology,

sport, health, computer

Travelling, Tourism,

Business, Media &

Communication,

Gender, Music, LGBT,

Global Warming,

Agriculture

LEARNER 2 Travelling,

Transportation, Media

& Communication,

Language, Technology,

Computer

Tourism, Business,

Politics, Gender, Music,

Sport, LGBT, Global

Warming, Health,

Agriculture

LEARNER 3 Tourism, Business,

Politics, Gender,

Language, Sport,

Global Warming,

Computer

Travelling,

Transportation, Media

& Communication,

Music, Technology,

LGBT, Agriculture

LEARNER 4 Transportation,

Tourism, Business,

Politics, Media &

Communication, Sport,

Global Warming,

Travelling, Gender,

Language, Music,

Technology, LGBT,

Agriculture

68

Health, Computer

LEARNER 5 Transportation,

Tourism, Business,

Politics, Music,

Technology, Computer

Travelling, Media,

Gender, Language,

Sport, LGBT, Global

Warming, Health,

Agriculture.

As can be seen from the table, the concept of familiarity and

unfamiliarity differs from one learner to the other learners in the

investigation. The distribution of familiar and unfamiliar topics occurs in the

five learners and therefore the researcher can not make conclusive

statement regarding the topics. The main reason is most probable due to

the fact that learners have different social, economic, and educational

background. This implies that learners’ background contributes to the

concept of familiar or unfamiliar topics which are important in the

comprehension process of a text.

The most prevalent issue among the learners is about

transportation because almost all learners put the issue as their familiar

topic. While the most unfamiliar topic concerns LGBT because it occurs in

almost 5 learners. The reasons for the classification of familiar and

unfamiliar topics range among the learners and therefore familiarity and

unfamiliarity of the text presents a very subjective judgment depending on

the social context of the individual learner. The finding confirms an

important explanation as to why familiarity of topics needs to be taken into

69

account when encouraging text comprehension to the senior high school

learners.

Learner 1 and Learner 2 differs in that learner 1 makes travelling

and media and communication as unfamiliar topics which are familiar

topics by learner 2. Overall, transportation accounts for the majority as

familiar topic in the view of four learners (Learner 1, 2,4, 5). In contrast,

travelling also accounts for as the major unfamiliar topic in the four

learners (Learner 1, 3,4 and 5). The two different topics have actually been

quite popular because travelling and transportation are closely related.

Therefore, the concept of familiarity and unfamiliarity may account for as

an important reference to improve students’ comprehension. The

differences found among the learners are probably due to differences in

the way they perceive text and also due to their academic, social and

economic background.

Table 7: Test Result of Reading with Familiar Topic (The Visual Basic

of Computer)

N

O

LEARNE

R (N=5)

CORREC

T

ANSWER

% INCORREC

T ANSWER %

JUSTIFICATIO

N

1 Learner 1

(ARP) 8

80

% 2

20

% Satisfactory

2 Learner 2

(YAW) 9

90

% 1

10

%

Very

satisfactory

70

3 Learner 3

(MRJ) 7

70

% 3

30

% Satisfactory

4 Learner 4

(TAP) 8

80

% 2

20

% Satisfactory

5 Learner 5

(MNH) 7

70

% 3

30

% Satisfactory

As can be seen from the table, all learners exhibit a range of

satisfactory answer in the reading text of familiar topic about computer.

Learner 1 performed satisfactory answer with 8 correct answers (80%) out

of 10 questions provided and only missed 2 questions (20%). Learner 2

performed better than learner 1 and she even the best learner in terms of

number of correct answer on reading test about computer (90%). Two

other learners (Learner 3 and 7) have equal performance with 70% correct

answer on the reading questions. There seems to be a positive correlation

between text familiarity and reading performance.

One of the main reason is probably due to lexical familiarity that

helps learner to interpret the messages put forward by the author. It is

often the case that vocabulary acquisition helps significantly in

understanding the main idea of the text. Another reason could be the

reading frequency that often helps the reader anticipate the idea within the

text. Overall, familiarization of the text will help reader to perform better

reading strategies, such as previewing, skimming and scanning. These

71

strategies are helpful in making inference of the meaning or ideas the

author is trying to communicate through text. Text familiarity is so helpful

because in encourages motivation to predict and resolve the problem

while reading. Therefore, teachers of reading must be made aware of the

importance of text familiarity in order to improve students’ comprehension.

Table 8: Test Result of Reading with Unfamiliar Topic

(The Incredible Flea)

N

O

LEARNE

R (N=5)

CORREC

T

ANSWER

% INCORREC

T ANSWER %

JUSTIFICATIO

N

1 Learner 1

(ARP) 5

50

% 5

50

% Fair

2 Learner 2

(YAW) 4

40

% 6

60

% Unsatisfactory

3 Learner 3

(MRJ) 6

60

% 4

40

% Fair

4 Learner 4

(TAP) 3

30

% 7

70

% Unsatisfactory

5 Learner 5

(MNH) 2

20

% 8

80

% Unsatisfactory

As can be seen from the table, the majority of learners performed

unsatisfactory results in the reading text with unfamiliar topic that concern

72

an insect. Two learners (Learner 1 and 3) performed relatively fair result

(50% and 60%) from the total questions presented. Learner 1, 4 and 5

exhibited unsatisfactory answer (40%, 30%, and 20%) from the total 10

questions presented to them. The reading text that constitutes as an

expository text has only 10 questions but it generates a level of difficulty to

the learners because the nature of the text is unfamiliar to them.

The text that concerns insect is not the issue that frequently

presented to the students who are majoring on computer. This text

presents a number of vocabulary and lexical items which are not familiar to

them and therefore they could not make sense of what they read. They are

not even able to use appropriate reading strategies that can be used any

time when reading text presents a level of difficulty. This implies that

employing strategies will work properly when readers are aware of the

text. Because reading involves a complex cognitive process then it seems

that text familiarity will help cognitive ability in processing information from

the text. Finally lexical as well as content familiarity will not only help

readers to understand and process the information but also help readers

to access their reading strategies when text generates difficulty.

B. Discussion

The discussion of findings focuses on the results of two forms of

reading tests that concern familiar and unfamiliar topics (The Visual Basic

Programming and The Incredible Flea). The analysis of the results of the

reading tests also takes reference to the supplementary data taken from

73

informal interview with the selected subjects and open-ended

questionnaire. The data taken from field notes are also used to make

analysis of the relationship between text familiarity and students reading

comprehension.

a. What Is The Relationship Between Familiar and Unfamiliar Textual

Topic And Students’ Comprehension?

The analysis of the first Research Question refers to the types of

questions addressed in familiar topic entitled “The Basic Visual

Programming” based on 10 reading questions. The reliability and validity

of such familiar text is evident in the previous tables 7 (see also

appendices reading text “The Basic Visual Programming” ). The questions

are as follows: 1. The primary purpose of the passage is to…..2.The

author tone in this passage is best described as….3. In the passage,

framework was used by visual basic is……4. The advantages of visual

basic when we compare with another programming are….5. In the

passage, there is no the differences between Visual Basic for Applications

and Visual Basic because…..6. According to the passage, which of the

following statements is true?...7. From the passage, we can conclude

that……8. What is the function of IDE? 9. “it requires an interpreter to

read the “P-code” created through the compilation process” (paragraph 4)

The word interpreter is closet meaning with…… 10. What is the reason if

you learn programming in windows, you returned to Visual Basic?

74

Since the selected learners are students of vocational secondary

school of Computer Mutiara Ilmu Makassar then the topic of Visual Basic

Programming is quite familiar for them. The whole questions do not posit

any difficulty because the text contains vocabulary which are familiar to

them. In responding to question 1 that addresses the purpose of the

passage, almost all of the five learners attempted the correct answer

because these learners are already aware of terms, such as the word

‘programming’. These learners can simply choose one out of four

statements because they have advanced knowledge in relation to the

statements provided. Therefore, familiarity encourages background

knowledge needed for making inference from a reading text.

In responding to question 2 (The author tone in this passage is best

described as….) almost all learners attempted correct answer because

these learners could infer something from reading a title about computer.

The sentence in the third paragraph that reads, “Visual Basic for

Applications is not an entirely different language from Visual Basic.

Rather, as the name suggests, VBA is a specialized implementation

of the Visual Basic language that is designed to be used within

existing….etc.…empower the learners to make prediction about the

tone of the passage. Reading the third paragraph facilitates these

learners that the author’s tone is to inform the benefit of the Basic

Visual Programming. The terms have been heard at least many

times as far as the students are concerned. Familiarity, therefore,

75

encourages prediction and anticipation of implied and explicit

questions.

In responding to question number 3 that reads, “In the

passage, framework was used by visual basic is…” these learners

did not have problem because the nature of the question requires an

understanding of referential question where the answer is explicitly

stated in the text. As learners are well aware of the two key words

related to computer (framework/visual) then they could attempt the

correct answer. Here, the familiarity of text helps them make an

inference and make use of scanning strategy to resolve the problem.

Therefore, familiarity encourages solution to reading problems in

order to comprehend the text.

In responding to question number 4 that reads, “The

advantages of visual basic when we compare with another

programming are…” these learners simply refer to two key words,

such as ‘advantage’ and ‘compare’. The answer for this question is

explicitly stated within the paragraph with reference to two key

words. The students’ familiarity with the text helps them visualize the

two key words and their relevance with the text helps them to

resolve the reading difficulty. There is of course certain instance

where these learners need to reread the sentence to make sure that

their comprehension is true.

76

In responding to question number 5 that reads, “In the

passage, there is no the differences between Visual Basic for

Applications and Visual Basic because….” These learners also take

reference to two important phrases, such as ‘visual basic’ and

‘application’. Since these two key words are explicitly stated in the

paragraph then these learners actually do not have problem in

finding the correct answer. Therefore, familiarity with text also helps

learners make use of available strategy in resolving the reading

problem. When the researcher asked how they came up with the

correct answer they simply responded that they had been familiar

with such terms long before so that they could easily make

prediction and guessing to provide reading with better

comprehension.

In responding to question number 6 that reads, “According to

the passage, which of the following statements is true?” these

learners also did not have problem because the nature of the

question is about validation whether the statement is true or false

and the four alternative answer provided revolves around visual

basic that has been quite familiar with the students. Therefore,

despite the difficulty due to sentence complexity they resolved the

question successfully because their schema or prior knowledge work

in this system to attempt correct answer. Therefore, familiarity

77

encourages the background knowledge needed for comprehension

of the text.

In responding to question number 7 that reads, ‘From the

passage, we can conclude that…the learners have been well aware

of the context about computer programming so that the question did

not encourage any difficulty to them. An account of reading difficulty

reports that unfamiliarity with the topic will inhibit the

comprehension mechanism. The nature of this question is more

difficult than the rest of other questions because it is an inferential

question that requires a holistic understanding to respond. Because

these learners have advanced knowledge about the reading content,

then they could anticipate and make a correct guessing.

In responding to question number 8 that reads, “What is the

function of IDE?” the majority of learners could anticipate the answer

because they are well aware of the term IDE even before start

reading the text. The IDE stands for Integrated Development

Environment that has come up in the first paragraph of the text.

Although the term has nothing to do with computer programming, its

appearance in the first two paragraph makes it less difficult for

students to get the answer. With scanning technique the key word

may be found quickly in the text because it is written using capital

letters and as such it is easy to find somewhere in the text.

78

In responding to question 9 that reads, ““it requires an

interpreter to read the “P-code” created through the compilation

process” (paragraph 4) The word interpreter closet meaning

with……most of the learner taking computer science are well aware

of the meaning of ‘interpreter’ because this word often explicitly

appears in most textbooks of computer. Therefore, the learners do

not have difficulty in making sense of the word and as such they

attempted a correct answer out of this question.

The final question regards question 10 that reads, “What is the

reason if you learn programming in windows, you returned to Visual

Basic?” learners could make meaning from this question because

they easily link the two key words, such as ‘programming windows”

and “visual basic”. The two key words are so common in the world of

computer science and as such students are quite familiar with this

term. Overall discussions confirm that topic familiarity encourages

students to make meaning from the text and make necessary

guessing when text generates difficulty.

b. What Is The Relationship Between Unfamiliar Textual Topic And

Students’ Comprehension?

The answer of the Research Question 2 refers to unfamiliar textual

topic entitled, “ The Incredible Flea” with 10 accompanying questions. The

ten questions have identical level of difficulty with the familiar textual topic

that include: 1. Primary purpose of the passage is to………2. The author’s

79

tone in the passage is best described as…3. According to the passage,

fleas are resistant to sprays and chemicals because they…..4. Fleas are

difficult to squish because they have…5. According to the passage, fleas

are able to jump..6. Based on information in the passage, the reader can

understand that …7. The author mentions the Washington monument in

order to….8. It can be inferred that fleas will emerge from eggs as

adults……9. Using the information in the passage as a guide, it can be

concluded….10. According to the passage, fleas are able to jump…

From the profile of students’ correct answer for this text, it is evident

that text unfamiliarity relates to the students’ performance in responding to

the questions. As indicated in the table, the majority of students’ response

to the questions presented were not correct. In other words, most students

made misleading attempts to the question because they were not familiar

with the topic being addressed by the author. As such, most students did

not make prediction over the unfamiliar lexical items and thus could make

any inference or could make meaning from the text.

Other possible argument with reference to the unfamiliarity is that

the students could not access the available reading strategy because they

were not interested in the topic and as such they could utilize the proper

reading strategies when reading problem arise. Other available reading

strategies are not properly utilized when the text is unfamiliar because

reading is a complex cognitive process. Because reading is a complex

cognitive process, learners could not make sense of it because they were

80

not aware of the importance of such text. Therefore, unfamiliarity and

familiarity should be made clear when presenting a reading text to

students. The nature of questions that accompany the unfamiliar text does

not encourage guessing and prediction because the learners did not have

background knowledge to encourage meaning from the text.

The nature of second language reading requires that students

identify content instruction to understand the content of reading. However,

reading with unfamiliar content does not allow an understanding of content

instruction because learners lose their receptive skills and thus cannot

make sense of reading. Interest in reading also plays a very important role

because interest encourages prediction that enables background

knowledge to operate within a normal condition. Reading according to

some experts is a process of meaning construction and therefore readers

should make use of all potential to understand the messages. Therefore,

familiarity of the text is important to generate the process of meaning

construction especially content and lexical familiarity. To sum up,

unfamiliarity blocks the cognitive process of meaning construction.

2. How Do Textual Topic Familiarity And Unfamiliarity Affect The

Students’ Comprehension?

Text familiarity and unfamiliarity appears to affect the students’ level

of comprehension and this has been explained in the first research

questions. The familiarity affects the students’ level of comprehension in a

more positive way while unfamiliarity affects their comprehension in

81

destructive way. The two aspects are addressed in more details under this

heading. The explanation will take reference to some of the ideas that

have been given in the two previous Research Questions (RQ)

addressing, “What is the relationship between text familiarity and students’

comprehension?” and “What is the relationship between text unfamiliarity

and students’ comprehension?”.

Text familiarity encourages prediction necessary for meaning

construction. The construction of meaning is possible as background

knowledge operates to drive comprehension. As one of the students

stated that “I could predict what the intention of the author if I am familiar

with the topic”. The statement is relevant with the result of reading test

where familiar topic receives the highest score in almost all the 5 students.

In contrast, the unfamiliar topic on “The Incredible Flea” receives the

minimum score in almost all of the students. Prediction therefore plays an

important role here because it is not possible to make prediction when the

reader could not understand the context of text in which he or she is

reading.

Text familiarity also encourages high awareness over the lexical

item in terms of word meaning. The text often generates difficulty when it

contains a lot of strange words that make it impossible to make meaning

construction. As stated by one of the learner being investigated that, “ If

text is familiar to me I could translate the paragraph into Indonesian easily

but if it is unfamiliar I have to see dictionary very often”. The statement

82

implies that there are some steps taken by the reader to improve

comprehension when he or she is familiar with the reading text. Lexical

item often generates difficulty for readers especially when it contains a lot

of difficult words or technical terms. Therefore, word meaning is another

aspects that often inhibits comprehension.

Text familiarity generates the two reading process as top-down and

bottom up process of reading. Every reader regardless his/her social and

economic background will employ one of the reading processes mentioned

above. As text is familiar, the reader could associate the complexity of the

text and find methods and strategies to overcome the difficulty. Reading

encourages some difficulties especially for EFL readers where English is

not their first language. Therefore, the nature of text can be the source of

difficulty and thus meaning construction is blocked. The bottom up process

which some of the learners investigated use to answer some of the

questions in the text entitled, “Visual basic Programming” presents a very

satisfactory result. While the text entitled “The Incredible flea” presents

unsatisfactory result because the text is unfamiliar for them.

Text unfamiliarity, in contrast, does not generate prediction because

the reader is not well aware of what to predict and how to make prediction.

Text unfamiliarity does not bridge utilization of any reading strategies

because the cognitive process does not work properly. As one of the

student interviewed stated that, “If I am not familiar with the text I do not

have any interest in reading it”. The statement implies that unfamiliarity

83

does not encourage receptive skill including reading. When text is familiar,

such as with “The Basic visual programming” the students make use of

available reading strategies and therefore it encourages solution to any

difficulties in the reading text. To sum up, unfamiliarity affects the

comprehension in more destructive way because it does not encourage

motivation, interest and willingness to read. This is evident in the

responses of the 5 students mentioned in the previous tables.

The findings and discussions have been addressed in moderate

ways and data used to make elaboration and statement about the positive

and negative effect of text familiarity and unfamiliarity are considered

reliable. As such, the present research is will have a very positive

implication to the teaching of English as a foreign language especially the

teaching of reading in EFL context. The positive effect is evident in the

satisfactory result on the familiar topic and the negative effect is evident in

the unsatisfactory result of unfamiliar topic (See the table).

Table: 9. Effect of Familiar and Unfamiliar Topic

NATURE OF TEXT EFFECT JUSTIFICATION

FAMILIARITY

It encourages prediction,

motivation, and

willingness in the

process of meaning

reconstruction. It also

provides guessing ability

when the text presents

complexity in the

If readers have interest and motivation because the text is familiar, he or she will be able to make meaning

84

comprehension process.

It encourages utilization

of available reading

strategy to provide

solution to emerging

problems while reading.

It also enables

association to make

inferences and make

synthesis of difficult

paragraph so that

enables the process of

meaning reconstruction

reconstruction. This is because reading as part of receptive skills involves a complex cognitive process.

UNFAMILIARITY

Unfamiliarity

discourages motivation

and as such reduce

degree of motivation

among the learners. It

also reduces the chance

of guessing and

prediction which are so

powerful in the

comprehension process.

It also inhibit association

to predict the meaning of

difficult words necessary

As readers become unfamiliar with the topic, they will not be able to make prediction and guessing as part of reading resolution. Unfamiliarity also discourages motivation and blocks the chance of using available reading strategies, such as previewing, scanning and skimming. Finally, it does not allow schema or background knowledge to work effectively because the cognition fails to function well

85

in the comprehension

process.

86

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Positive relation between familiar textual topic and students’

reading comprehension. Topic familiarity generates a range of reading

strategies among the learners. Learners are constantly aware of the

importance of familiarity of the texts to improve their level of

comprehension. Familiar topic facilitates learners to use various types of

reading strategies, such as scanning, skimming, monitoring

comprehension and evaluating comprehension.

Negative relation between unfamiliar textual topic and students’

reading comprehension. The unfamiliar topic does not encourage

maximum use of reading strategies and as such, readers are not able to

comprehend the text successfully. Unfamiliarity, on the other hand,

presents complexity to the students especially in making sense of the text.

They seemed to be bothered by complexity of the text, unfamiliar

vocabularies, and unfamiliar phrases. These learners did not even want to

make prediction to resolve the reading problem and this is true that their

cognitive process is hindered while reading.

The positive effect is evident in the satisfactory result on the familiar

topic. It is because familiarity of the text will activate the readers’

background knowledge and this is only possible when the readers make

87

relevant association to the reading content. Familiarity here bridges

between the readers and the text content in order to construct

comprehension over the text. The construction of comprehension is built

through activation of prior knowledge and reception of the readers to make

sense of their reading. Besides, there is negative effect is evident in the

unsatisfactory result of unfamiliar topic.

B. Suggestion

Having known the effect of familiarity and unfamiliarity topic on

students reading comprehension, reading training program is especially

necessary for EFL context because reading process needs self-direction

that requires reinforcement through training. Sharing the knowledge

through reading training program will make learning more meaningful

because the options will be available for learning and teaching. Reading

program will also provide an important basis for highly practical rather than

merely theoretical learning program. Two domains need consideration for

the implementation that includes reading strategy itself and how to develop

the strategy suitable for students at Mutiara Ilmu Computer Makassar.

In the future, there will be another researcher to study about the

comparison between topic familiarity and unfamiliarity for adult learner

(university students) and young learner (students High School). In the

future, there will be another researcher to study about the comparison

between topic familiarity and unfamiliarity for adult learner (university

students) and young learner (students High School). Besides, the

88

underlying factors that cause the reading strategy dan based on the

student’s prior knowledge should be considered.

89

BIBLIOGRAPHY

Adekoya, Helen Odunola. 2013. Journal of Research and Development Vol. 1,No.2. Accesse at https://www.arabianjbmr.com/pdfs/RD_ VOL_1_3/1.pdf Retrieved on 15th October 2015.

Allington, R. L. 1980. Teacher interruption behaviors during primary-

gradeoral reading. Journal of Educational Psychology, 72, 371-377. Ana Cristina Lahuerta Martínez. 2014. Analysis of the Effect of Content

Familiarity and Gender on English as a Foreign Language Reading Comprehension by Spanish University Students.

Anderson, N. 1999. Exploring second language reading: Issues and

Strategies.Toronto. Canada: Heinle & Heinle Publisher. Anderson, J.R. 1985. Cognitive Psychology and its Implications. 2nd ed. New York. Freeman. Arikunto, Suharsimi. 2002. Metodologi Penelitian. Penerbit PT. Rineka

Cipta: Jakarta. Artisiyanti, D. 2010. Bagaimana Meningkatkan Mutu Hasil Pelajaran

Bahasa Inggris Di Sekolah. Accessed at http://researchengines.com/artsiyant. html. Retrieved on 2nd February 2017.

Bartlett, F.C. 1932. Remembering: A Study in Experimental and Social

Psychology. Cambridge University Press. Barton, Mary Lee, & Deborah L. Jordan. 2001.Teaching reading in

science: a supplement to Teaching reading in the content areas teacher's manual. ASCD.

Basaraba Deni, et al. 2012. Examining the structure of reading

comprehension: do literal, inferential, and evaluative comprehension truly exist?. Reading and Writing 26.3: 349-379.

Bernhardt, E.B. 1991. Reading Development in Second Language. New

Jersey. Alex Publishing Corporation. Briggs,L.1987. A poorattitude: A deterrent to reading

improvement.Reading Horizons, 27,202-208. Brown, H.D. 2000. Principles of Language Learning & Teaching. 4th

edition. Pearson Education & Ltd.

90

___________. 2001. Teach ing by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Addison Wesley Longman, Inc.

__________. 2007. First Language Acquisition. Principles of Language

Learning and Teaching. 5th Ed. Pearson ESL. Bernhardt, E. B.1991. Reading Development in Second Language. New

Jersey. Alex Publishing Corporation. Bloom, D. & Green,J.1984. Direction in the sociolinguistic study of reading.

In Bernhardt,E.B.1991. Reading Development in Second Language. New Jersey. Alex Publishing Corporation.

Byrnes, H. 1984. The role of listening comprehension: A theoretical base.

Foreign Language Annals 17: pp.317-329. Call, M.E. 1985. Auditory short term memory, listening comprehension and

the input hypothesis. TESOL Quarterly 19: pp.765-781. Cambridge Advanced Learner’s Dictionary & Thesaurus © Cambridge

UniversityPress) Accessed at http://dictionary.cambridge.org /dictionary/english/familiar#translations Retrieved on 15th October 2016.

Carrell, P. L. 1983. Some issues in studying the role of schemata, or

background knowledge, in second language comprehension. Reading in a Foreign Language 1, 81–92.

__________. 1987. Content and formal schemata in ESL reading. TESOL

Quarterly 21.3, 461-481. __________. 1998. Interactive Approaches to Second Language Reading.

Cambridge. Cambridge University Press. Carrell, P. L. & J. C. Eisterhold. 1983. Schema Theory and ESL Reading

Pedagogy. TESOL Quarterly 17.4, 553-573. Chang Cecilia . 2006. Effects of Topic Familiarity and Linguistic Difficulty

on the Reading Strategies and Mental Representations of Nonnative Readers of Chinese. Journal of Language and Learning Volume4Number22006ISSN14758989.http://webspace.buckingham.ac.uk/kbernhardt/journal/jllearn/4_2/LEARN%203.pdf.

Carrell, P.L., Devine, J., Eskey, D.E. 1988. Interactive Approach to Second

Language Reading. Cambridge. Cambridge University Press.

91

Cohen, A.D. 1995. The role of language in thought in foreign language

learning. Working Papers in Educational 11 (2), pp.1-23. __________. 1998. Strategies in Learning and Using a Second Language.

Edinburg. Longman Limited. Cresswell, J.W. 2009. Research Design. Qualitative, Quantitative, and

Mixed Methods Approaches: Third edition. California. Sage Publication Ltd.

____________. 2012. Educational research : planning, conducting, and

evaluating quantitative and qualitative research. the United States of America: Pearson Education.

Depdiknas. 2004. Kurikulum 2004: Standar kompetensi mata pelajaran

bahasa Inggris sekolah menengah atas dan madrasah aliyah. Jakarta: Departemen Pendidikan Nasional.

_________. 2007. Kurikulum 2004: Standar Kompetensi Mata Pelajaran

Bahasa Inggris. Jakarta. Depdikbud. Dubin, F., & Bycina,D. 1991. Academic Reading and the ESL/EFL

Teacher. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign language (2nd ed.) (pp. 195-215). Boston: Heinle & Heinle.

Erna I. 2012. A Survey of the English reading habits. TEFLIN Journal,

Volume 23, Number 2, July 2012. Erten İsmail Hakkı and Razı Salim. 2009. The effects of cultural familiarity

on reading comprehension. April 2009, Volume 21, No. 1 ISSN 15390578pp.6077.

Gagne, E.D. 1985. The Cognitive Psychology of School Learning. Boston.

Little Brown. Gay L. R., Mills Geoffrey E. and Airasian Peter W. 2012. Educational

Research Competencies for Analysis and Applications. Pearson Education, Inc: the United States of America.

Gilakjan Pourhosein Abbas and Ahmadi Masoumeh Seyedeh. 2011. The

Relationship between L2 Reading Comprehension and Schema Theory: A Matter of Text Familiarity. International Journal of Information and Education Technology, Vol. 1, No. 2.

92

Goodman, K. 1998. Reading: A psycholinguistic guessing game. Journal of the Reading Specialist. 6: pp.126-135.

Hadianto. 2011. The Students’ Core Competencies Development at

University: A Comparative Study Between National University of Malaysia and Indonesia. A Ph.D. Unpublished Dissertation. Faculty of Education. UKM.Bangi.

Hamra, A. 1996. Developing questioning competencies through radio

reading. Journal Jaringan. 1 (3): pp.195-199. Harmer, J. 2001. How to Teach English. England: Longman Limited. Howard, D. 1985. Cognitive Psychology. New York: Mackmilan. Hui et al. 2007. Analysis of schema theory and its influence on reading.

Volume 5, No.11 (Serial No.50). US-China Foreign Language, ISSN1539-8080, USA.

Jack C. Richards and Richard Schmidt. 2002. Longman Dictionary Of

Language Teaching And Applied Linguistics: New york. Jalilehvand Maryam and Samuel Moses. 2015. Content Familiarity and

Gender-Neutral Texts in Foreign Language Reading Comprehension. The Malaysian Online Journal of Educational Science Volume 2, Issue 3.

Jitendra, A. K., & Gajria, M. 2011. Reading comprehension instruction for

students with learning disabilities. Focus on Exceptional Children. 43(8), 1-16.

Johnson, P.1981. Effects on reading comprehension of language complexity and cultural background of text. TESOL Quarterly 15: 169-181. Julie S. Amberg and Deborah J. Vause. Introduction: What is language?:

Cambridge University Press. Accessed at www.cambridge.org Retrieved on 2nd October 2016.

Kehoe Jerard. 1995. Practical assessment research and evaluation.

Volume 4, access on http://pareonline.net/getvn.asp?v=4&n=10 Retrieved on 15th October 2016.

Kennedy, L. D., & Halinski, R. S. 1978. Measuring attitudes: An

extradimension. Journal of Reading, 18,518-522.

93

Koda, K. 2005. Insights into Second Language Reading: A cross-Linguistic

Approach. Cambridge: Cambridge University Press. Kusumi vasantha Dhanapala. 2010. Sri Lankan University Students’

Metacognitive Awareness of L2 Reading Strategies. Journal of International Development and Cooperation, Vo1.l6, No.1, pp. 65-82.

Kweldju, S. 2001. Vocabulary and lexicogramatical unit: Graduate

students’ main problems in reading their textbooks. Journal Ilmiah Masyarakat Linguistic Indonesia. 1, pp.35-56.

Lande S. K. & Astuti E. M. 2013. Forward for vocational school grade XI.

Erlangga: Jakarta. Lie, Anita. 2007. Education policy and EFL curriculum in Indonesia:

between the commitment to competence and the quest for higher test scores. TEFLIN Journal, Volume 18, Number 1, February 2007.

Lie Jia-Ying. 2011. Second language reading topic familiarity and Test

score: test-taking strategies for multiple-choicecomprehension questions. available at Iowa Research Online: http://ir.uiowa.edu/etd/2737.

Lie, K. Yew. & Kell, P. (2006). Language, literacy and education in diverse

contexts: theory, research and practice. 3L Journal of Language Teaching, Linguistics and Literature, 11 1-13.

Lincoln Yvonna, & Guba Egon G. 1985. Naturalistic Inquiry. In Moleong,

L.J. Metodologi Penelitian Kualitatif. Bandung. P.T. Remaja Rosdakarya.

Mahmoudi Soheil, Mahmoudi Asgar. 2017. Can Topic Familiarity Override

Language Proficiency in Reading Comprehension?. Journal of Language Teaching and Research, Vol. 8, No. 3, pp. 496-506, May 2017 DOI: http://dx.doi.org/10.17507/jltr.0803.07.

Mansfield Gillian. 2012. The English as a Foreign Language / Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca. Vol. 14, No. 1,April 2012. ISSN 1657-0790. Bogotá, Colombia. Pages 159-172.. Retrieved on 15th October 2016.

Mappiasse Syamsinar Sitti & Sihes Johari Ahmad. 2014. Evaluation of

English as a Foreign Language and Its Curriculum in Indonesia: A

94

Review. Canadian Center of Science and Education. Vol. 7, No. 10; 2014: ISSN 1916-4742 E-ISSN 1916-4750

Merriam B. Sharan. 2009. Research A Guide to Design and

Implementation Revised and Expanded from Qualitative Research and Case Study Applications in Education. the United States of America: jossey-Bass.

Mikulecky Beatrice S. 2008. Teaching Reading in a Second Language.

Accessed at http://www.longmanhomeusa.com/content/FINAL-LO%20RES-Mikulecky-Reading%20Monograph%20.pdf Retrieved on 15th October 2016.

Ministry of Education and Culture of the Republic of Indonesia. 2012.

Garis-Garis Besar Program Pembinaan SMK tahun 2012. Jakarta. Natthicha Chansri. 2008. A Relationship between Topic Familiarity,

Gender Differences,Vocabulary, and English Reading Comprehension of Students at the University Level in Thailand. Master thesis, M. A. (English). Bangkok: Graduate School, Srinakharinwirot University.

O’Malley, J.M. & Chamot, A.U. 1999. Learning Strategies in Second Language Acquisition. USA: Cambridge University Press. Pang, S. et al. 2003. Teaching Reading. Brussels: International Academy

of Education (IAE).

Pardo. 2004. The effect of ESL students’ perceptions of their cognitive strategies on reading achievement. TESOL Quarterly, 22(1), pp.146-150.

Perason, P.D. 1985. Changing the face of reading comprehension

instruction. Professional Development Service for The Teacher. 2012. Guiding

Comprehension Teaching for Meaning. Accessed at . http://www.pdst.ie/node/ 482 Retrieved on 15th October 2015

O’Malley, J.M. & Chamot, A.U. 1999. Learning Stratgies in Second

Language Acquisition. USA. Cambridge University Press. Rabinowitz, M & Chi, M.T. 1987. An Interactive Model of Strategic

Processing. In O’Malley, J.M. & Chamot, A.U. 1999. Learning Strategies in Second language Acquisition. Oxford. OUP.

95

Randy Elliott Bennett. 2003. Online Assessment and the Comparability of

Score Meaning. ETS research prior to publication https://www.ets.org/Media/Research/pdf/RM-03-05-Bennett.pdf Retrieved on 15th October 2015.

Richards, J.C. 1983. Listening comprehension: Approach, design,

procedure. TESOL Quartyerly. 17, pp. 219-239. ____________. 2008. Teaching Listening and Speaking From Theory to

Practice. Cambridge University Press: the United States of America.

Roediger H.L. 2003. Introduction Biographical Detail Remembering.

Washington University, ST Louis, Missouri, USA. Rumelhart E. David, Norman A. Donal. 1976. Accretion, Tuning And

Restructuring: Three Modes Of Learning. University Of California, San Diego.

Shanahan, T., et al. 2010. Improving reading comprehension in

kindergarten through 3rd grade: Apractice guide. Washington, DC: National Center for Education valuation and Regional Assistance, Institute of Education Sciences, US Department Of Education.

Schofield, H. 1980. Reading attitude and achievement: Teacher-pupil

relationships. Journal of Educational Research, 74,111-119. Snow C. E. (2010). Reading Comprehension: Reading for Learning.

Accessed at http://www.cal.org/create/conferences/2012/ pdfs/reading-comprehension.pdf Retrieved on 2nd Mei 2017.

Someren, Maarten W. et al. 1994. A Practical Guide to Modelling Cognitive Process. London: Academic Press.

Sugiyono. 2016. Metode Penelitian Pendidikan Pendekatan Kuantitatif,

Kualitatif, dan R&D. Bandung: Alfabeta. Syatriana, E. 1998. The Levels of Reading Comprehension of the Fifth

Semester Students of STKIP YPUP Makassar. Unpublished Sarjana Thesis. Makassar.

96

Tankersley Karen. 2003. The Threads Of Reading Strategies For Literacy Development. Alexadria, Virginia USl/A: The Association For Supervision And Curriculum Development (ASCD).

Thiede, K. W., Anderson, M. M., & Therriault, D. 2003. Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66. Watter K. et al. 2016. Treating reading comprehension deficits in sub-

acute brain injury rehabilitation: identifying clinical practice and management. Journal of Communication Disorders http://dx.doi.org/10.1016/j.jcomdis.2016.07.006.

Weijer C, Goldsand G, Emanuel EJ. 1999. Protecting communities in

research: current guidelines and limits of extrapolation. Nature Genetics; 23 (3), pp.275-80.

Welianti, Vera. 2015. The Effectiveness Of Students’ Reading

Comprehension Achievement Of Narrative Text Through Schema Activation Strategy At The First Year Of Sman 1 Seputih. University Of Lampung Bandar Lampung: Thesis.

Whitehead, J. 2008. The British Council and English Language in East Asia: Setting the Context. In Primary Innovations Regional Seminar. A collection of papers. Hanoi: The British Council.

Wierisma, W. 2000. Research Method in Education: An Introduction. Nedham Heights: Allin & Bacon.

Wittrock, M. C. 1992. Knowledge Acquisition and Comprehension. In M. C. (ed.) Encyclopedia of educational research. Sixth Edition. pp. 699-705. New York: Macmillan.

Yousef Hadieh et al,. 2014. The Relationship Between Culture

Background And Reading Comprehention. Theory and Practice in Language Studies. Vol. 4, No. 4, pp. 707-714.

Yuniarti, Eko. 2013. Improving The Students’ Reading Comprehension

Through Know-Want-Learn Technique At The Eleventh Grade Of Sma Negeri 1 Sanden In The Academic Year Of 2012/2013. State University of Yogyakarta.

Zhang, L.J. 2001. Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Springer Science+Business Media B.V. 2012. Published online 6 January 2012.

97

Appendices

98

Appendix 1 :The List of the Topic

NO. TOPIC FAMILIARITY UNFAMILIARITY REASON

1 Travelling

2 Transportation

3 Tourism

4 Business

5 Politics

6 Media and Communication

7 Gender

8 Language

9 Music

10 Technology

11 Sport

12 LGBT

13 Global Warming

14 Health

15 Computer

16 Agriculture

99

Appendix 2 : Reading text

The Visual basic programming

Microsoft’s Visual Basic is an evolution of the BASIC

programming language that is designed to be used with a richly

featured programming interface called an Integrated Development

Environment (IDE). Prior to the development of IDEs, programming

with languages like BASIC relied heavily upon the DOS command-

line. Programmers were required to write out their code manually

and use DOS to compile their programs into executable files a

somewhat arduous process with much room for error. An IDE,

however, simplifies the process dramatically by providing a unified

interface that facilitates coding and allows one-click compilation into

an executable file.

Coding with an IDE can be done manually or by dragging and

dropping popular commands and procedures. This is a significant

difference from languages like C++ where the user is responsible for

writing code from scratch. The IDE can also check for potential

errors in code and suggest improvements and corrections. Because

of its simplicity, Visual Basic tends to be very approachable for

beginning programmers interested in writing simple programs.

As a programming language designed by Microsoft, Visual Basic is

used primarily in a Windows environment for writing system-specific

applications. In 2008, Microsoft implemented Visual Basic within its

.NET framework, dubbing the new release Visual Basic .NET. For

many users, however, it is worth pointing out that Visual Basic .NET

is often still referred to as Visual Basic today for simplicity.

Visual Basic for Applications is not an entirely different

language from Visual Basic. Rather, as the name suggests, VBA is a

specialized implementation of the Visual Basic language that is

designed to be used within existing applications. Often bundled with

Microsoft applications like the Office Suite and third-party programs

like AutoCAD, VBA is designed to provide simple programming

options to extend the functionality of popular programs.

The key word is “extend.” VBA cannot compile into a system

executable file on its own. Rather, it requires an interpreter to read

the “P-code” created through the compilation process. A VBA

program can be embedded in a Microsoft Word document, for

example, but cannot stand on its own as a program run from the

100

Windows Start Menu. For users wishing to write programs from

scratch, Visual Basic would normally be used rather than VBA.

As with other intermediate language environments like Java, VBA

suffers a speed disadvantage when compared to the native

programs written in Visual Basic. The reason for this is that VBA

requires the additional step of interpretation by another program.

The extra steps and corresponding system resources required to

execute VBA programs mean that VBA is normally not used if speed

is an issue.

As you learn more about programming in Windows, you will

likely continue to return to Visual Basic as a simple and accessible

way to write basic programs. Any experience with VBA, however, is

likely to depend on whether or not you tend to use programs that can

be used with VBA, such as Microsoft Word or Excel. You will benefit

not only from an understanding of languages like Visual Basic, but

the countless applications of computer programming that can help

advance your career.

CHOOSE THE CORRECT ANSWER

1. Primary purpose of the passage is to…………..

a. Educate the reader about the development of visual basic

b. Compare visual basic and another language programming

c. Relate the problems if the programmer don’t understand visual

basic

d. Explain why a visual basic is important for Technician

2. The author’s tone in the passage is best described as…

a. Informative

b. Opinionated

c. Concerned

d. Passionate

3. In the passage, framework was used by visual basic is…

a. .DOS b. .NET c. .C++ d. .DOC

4. The advantages of visual basic when we compare with another

programming are….

I. Visual Basic have feature programming interface called

IDE

II. Facilitate encoding

III. compiling their programs into executable files

a. I , II, III c. III only

101

b. II only d. I and III

5. In the passage, there is no the differences between Visual Basic

for Applications and Visual Basic because…..

I. The special implementation language in Visual Basic has

been designed in Visual Basic for Applications.

II. VBA is designed as programming options to extend the

functionality of popular programs.

III. VBA often bundled with Microsoft applications.

a. I only c. II and III

b. II only d. I, II, and III

6. According to the passage, which of the following statements is

true?

a. Visual basic for intermediate level of programmer

b. Visual Basic for Applications can compile a system

executable file by its own.

c. Visual Basic for Applications needthe interpreter to read

the “P-code”.

d. Visual basic, Visual Basic for Applications and java are the

same programming language.

7. From the passage, we can conclude that………..

a. Visual basic cannot be separated from beginner of programmer

b. Understanding language programming can success in your

carrier

c. Long process to become programmer

d. Using visual basic for Applications for starting

programming.

8. What is the function of IDE?

a. To avoid errors

b. Adding the features in programming

c. To check for potential errors in code

d. Starting the programming

9. “it requires an interpreter to read the “P-code” created

through the compilation process” (paragraph 4)

The word interpreter closet meaning with……

a. English teacher

b. Translator

c. Presenter

d. Traveler

10. What is the reason if you learn programming in windows, you

returned to Visual Basic?

102

a. Because visual basic as regeneration Visual Basic for

Applications.

b. Because visual basic often bundled with Microsoft

applications.

c. Because visual basic is simple and accessible way to write basic

programs.

d. Because visual basic has IDE

Source: https://www.floridatechonline.com/blog/information-technology/programming-languages-

visual-basic-and-visual-basic-for-applications/

103

Appendix 3 : Reading text

The Incredible Flea

Fleas are perfectly designed by nature to feast on anything

containing blood. Like a shark in the water or a wolf in the woods, fleas are

ideally equipped to do what they do, making them very difficult to defeat.

The bodies of these tiny parasites are extremely hard and well suitable for

their job.

A flea has very hard exoskeleton, which means the body is covered

by a tough, tile like plate called a “Sclerite”. Because of these plates, fleas

are almost impossible to squish. The exoskeletons of fleas are also

waterproof and shock resistant, and therefore fleas are highly resistant to

the sprays and chemicals used to kill them.

Little spines are attached to this plate. The spines lie flat against the

flea’s thin, narrow body as the flea scurries through an animal’s fur in

search of food. However, if anything (like fingers or self-grooming pet) tries

to pull a flea of through the hair coat, these spines will extend and stick o

the fur like Velcro.

Flea are some of the best jumpers in the natural world. A flea can

jump seven inches, or 150 times its own length, either vertically or

horizontally. An equivalent jump for person would be 555 feet, the height

of the Washington monument. Fleas can jump 30.000 times in a row

without stopping, and they are able to accelerate through the air at an

incredibly high rate-a rate which is over ten times what humans can

withstand in airplane.

Fleas have very long rear legs with huge thigh muscles and multiple

joints. When they get ready to jump, they fold their long legs up and

crouch like a runner on starting block. Several of their joints contain a

protein called “Resilin” which help catapult fleas into the air as they jump,

similar to the way a rubber band provides momentum to a slingshot.

104

Outward facing claws on the bottom of their legs grip anything they touch

when they land.

The Adult female flea mates after her first blood meal and begins

producing eggs in just 1 to 2 days. One flea can lay up to 50 eggs in one

day and over 2000 in her lifetime. Flea eggs can be seen with the naked

eye, but they are about the size of grain of salt. Shortly, after being laid,

the eggs begin to transform into cocoons. In the cocoons state, fleas are

fully developed adult, and will hatch immediately if conditions are

favorable. Fleas can detect warmth, movement, and carbon dioxide in

exhaled breath, and these three factor stimulate them to emerge as new

adults. If the flea does not detect appropriate conditions, it can remain

dormant in the cocoon state for extended periods. Under ideal conditions,

the entire life cycle may only take 3 weeks, so in no time at all, pets and

homes can become infested. Because of these characteristics, fleas are

intimidating opponents. The best away to control fleas, therefore, is to take

step to prevent an infestation from ever occurring.

11. Primary purpose of the passage is to…………..

e. Educate the reader about the physical characteristics of fleas

f. Compare fleas to other members of the animal kingdom

g. Relate the problems that can result from a flea infestation

h. Explain why a flea infestation is hard to get rid of

12. The author’s tone in the passage is best describe as…

a. Concerned

b. Passionate

c. Informative

d. opinionated

13. according to the passage, fleas are resistant to sprays and

chemicals because they…..

a. have waterproof “sclerites”

b. are excellent jumpers

105

c. reproduce very rapidly

d. can stick to fur like Velcro

14. fleas are difficult to squish because they have:

I. sclerites

II. tough spines

III. resilin in their joints

a. I only c. II and III only

b. I and II only d. I , II and III

15. according to the passage, fleas are able to jump:

I. with a high rate of acceleration

II. up and down and from side to side

III. because the blood they eat contain resilin

a. I only c. II and III only

b. I and II only d. I , II and III

16. according to the passage, which of the following statements is true?

a. Fleas extend their the little spines if threatened.

b. Fleas have the ability to jump higher than humans.

c. Humans can jump higher if they consume foods containing

resilin.

d. The resilin found in fleas is used in fleas is used to make rubber

bands.

17. Based on information in the passage, the reader can understand

that ……..

a. Fleas will die without access to blood

b. Fleas survive at a higher rate in outdoor habitats

c. Flies will die after they produce 2.000 eggs

d. Newly hatched fleas are the size of grain of salt

18. The author mentions the Washington monument in order to….

a. Estimate the extreme distance that a flea is able to jump

b. Illustrate a comparison made between fleas and humans

c. Clarify a point made regarding fleas and acceleration

106

d. Demonstrate the superiority of flies over humans

19. It can be inferred that fleas will emerge from eggs as adults………

a. When they out grow the cocoon

b. After a period of 3 weeks

c. When they sense there is access to blood

d. If there is too much carbon dioxide in the cocoon

20. Using the information in the passage as a guide, it can be

concluded….

a. Humans do not possess the physical characteristics of the flea

because they have no use for them.

b. Human do not pay much attention to fleas because they do not

pose a serious threat.

c. Fleas have many physical advantages, although there are

outweighed by their many disadvantages.

d. Fleas are designed in such a way as to give them unique

physical advantages in life.

Source: (Lade S. K. & Astuti Eka Mulya: 20013)

107

Appendix 4 : Questionnaire

LEARNER 1 Topic "The Visual basic programming "

1. apa topik bacaan dengan judul "The Visual basic programming " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Visual basic programming"

Familiar dengan anda?

Jawaban

1. Iya, saya tahu dengan Bahasa Pemrograman Visual...

2. Karna saya sering memakai salah satu aplikasi di antara berbagai

macam Bahasa Pemrograman Visual, yakni Bahasa C++ yang di buat

dalam Aplikasi Dev C++... aplikasi ini saya pakai di dalam salah satu mata

kuliah Pemrograman Terstruktur saya pada semester ini

Topic "The Incredible Flea "

1. apa topik bacaan dengan judul "The Incredible Flea " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Incredible Flea " Familiar

dengan anda?

jawaban

1. Saya baru mendengar tentang topik ini, jadi saya tidak terlalu familiar

2. alasan saya mengatakan bahwa saya tdk terlalu familiar karna mungkin

saya jarang membaca tentang hal-hal biologis atau mungkin dikarnakan

hal tersebut kurang menarik untuk saya cari tahu

108

LEARNER 2

Topic "The Visual basic programming "

1. apa topik bacaan dengan judul "The Visual basic programming " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Visual basic programming"

Familiar dengan anda?

Jawaban

1. iya sangat familiar

2. karena visual basic adalah ilmu dasar yang kami gunakan

untuk membuat program sederhana dan aplikasi visual basic

mudah digunakan. Ilmu ini duajarkan awal semester masuk

sekolah.

Topic "The Incredible Flea "

1. apa topik bacaan dengan judul "The Incredible Flea " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Incredible Flea " Familiar

dengan anda?

Jawaban

1. Tidak familiar

2. Karena tidak pernah saya pelajari atau jumpai sebelumnya materi

tersebut sebelumnya. Disiplin ilmu computer tidak mempelajari

tentang ilmu tersebut.

109

LEARNER 3

Topic "The Visual basic programming "

1. apa topik bacaan dengan judul "The Visual basic programming " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Visual basic programming"

Familiar dengan anda?

Jawaban

1.iya familiar.

2.karena visual basic sudah diperkenalkan sejak awal meskipun

tidak terlalu dikuasai. Visual basic juga merupakan dasar pembuatan

program dalam ilmu computer.

Topic "The Incredible Flea "

1. apa topik bacaan dengan judul "The Incredible Flea " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Incredible Flea " Familiar

dengan anda?

Jawaban

1.tidak familiar

2.karena saya tidak pernah mendengar atau menjumpa materi

tersebut karena tidak dipelajari disekolah, saya biasa mendengar

perkembangan kupu-kupu saja, tapi kalau kutu tidak pernah saya

jumpai.

110

LEARNER 4 Topic "The Visual basic programming "

1. apa topik bacaan dengan judul "The Visual basic programming " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Visual basic programming"

Familiar dengan anda?

Jawaban

1. iya sangat familiar

2. karena topik ini sesuai dengan jurusan saya, sehingga ketika saya

menemukan topik tentang materi visual basic sudah ada gambara-

gambaran umum tentang dasar aplikasi pembuatan program oleh

seorang programming. Selain itu bagi programming atau jurusan

computer rekayasa perangkat lunak sangat menarik membaca

tentang dasar –dasar dari visual basic dan pemahaman saya harus

mendalam karena merupakan dasar membuat program yang juga

jurusan saya..

Topic "The Incredible Flea "

1. apa topik bacaan dengan judul "The Incredible Flea " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Incredible Flea " Familiar

dengan anda?

jawaban

1. tidak familiar

2. karena materi tersebut memiliki istilah-istilah ilmiah yang tidak

dipelajari, bahkan tidak pernah kami jumpai sebelumnya,

sehingga tidak diketahui apa artinya. Berbeda dengan visual

basic yang merupakan jurusan saya, selalu saya gunakan.

111

LEARNER 5

Topic "The Visual basic programming "

1. apa topik bacaan dengan judul "The Visual basic programming " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Visual basic programming"

Familiar dengan anda?

jawaban

1. Ya sangat familiar.

2. Karena materi tersebut adalah tentang bahasa pemrograman yang

merupakan salah satu bahasa tingkat tinggi yang mengumpulkan

sintaks dan simantik yang digunakan manusia untuk memudahkan

karyanya dalam membuat program di komputer. Dan itu adalah

jurusan saya sebagai siswa jurusan computer tepatnya rekayasa

perangkat lunak

Topic "The Incredible Flea "

1. apa topik bacaan dengan judul "The Incredible Flea " adalah familiar menurut anda? 2. apa alasan anda mengatakan topik "The Incredible Flea " Familiar

dengan anda?

Jawaban:

1.saya baru mendengar dan tidak familiar dengan topic itu

2. karena saya baru pertama kali membaca topic ini dan banyak kata yang

saya tidak pahami.

112

Appendix 5:

113