The Use of Background Knowledge Strategy to Improve Reading Comprehension on the Eighth Year Students of SMP Muhammadiyah 2 Sawangan Magelang inthe Academic Year of 2015/2016

Yulfani, Gunarti (2016) The Use of Background Knowledge Strategy to Improve Reading Comprehension on the Eighth Year Students of SMP Muhammadiyah 2 Sawangan Magelang inthe Academic Year of 2015/2016. Other thesis, Fakultas Tarbiyah dan Ilmu Keguruan.

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Abstract

The objective of this research is to improve the teaching and learning process of reading at VIII A and VIII B of SMP Muhammadiyah 2 Sawangan Magelang through background knowledge strategy. This research is experimental study in which the experimental class and controlled class were conducted by the writer. In this research, the writer taught the students in experimental class by using Background Knowledge Strategy and controlled class by using traditional strategy. The test to both of the class was same in qualities and quantities to keep the reliability of the research. It was given to know how effective of using background knowledge strategy. This research answer these main questions (1) Howis the influence of background knowledge strategy implementation on the eighth grade student’s reading comprehension? (2) How is the significance differences between the students taught with background knowledge strategy and the students taught without background knowledge strategy? The techniques of collecting data were observation, test, and study documentation. This research focused on the background knowledge strategy. The result of the research of this study were (1) The score of the post-test from experimental group was higher than the score of the post-test of control group (2) There was a significant difference between pre-test and post-test, with the score of t-test is higher than score of t-table. The level of significance was set equal or less than ɑ = 5%. If the t_o≥ t-table 5%, it meant that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) accepted. T-table for standard significant with df 58 show 2.000. It was shown thatt_o≥t_t because t_o=3.743 while t_t = 2.000. It was assumed that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) accepted. Furthermore, it can be concluded that there is significant different on student’s reading comprehension scores taught using background knowledge strategy rather than taught without background knowledge strategy.

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