PENGARUH SKEMATA TERHADAP KOMPETENSI MEMBACA PEMAHAMAN BERBASIS TAKSONOMI RUDDELL

Siti Nurbaya, Fathur Rahman, Rustono Rustono, Subyantoro Subyantoro

Abstract


Penelitian ini bertujuan untuk mengetahui pengaruh skemata terhadap kompetensi membaca pemahaman berbasis taksonomi Ruddell dan kompetensi membaca apa saja yang sulit dicapai oleh mahasiswa. Sampel penelitian adalah mahasiswa PBSI FBS UNY semester enam. Pemilihan sampel menggunakan teknik random. Pengumpulan data menggunakan instrumen kompetensi membaca pemahaman berbentuk pilihan ganda dan instrumen skemata membaca berbentuk jawaban singkat. Uji reliabilitas untuk membaca pemahaman menggunakan program Quest (membaca pemahaman) dan Teori Respon Butir (Item Response Theory/IRT), sedangkan skemata yang berbentuk jawaban singkat dilakukan dengan uji Cronbach’s Alpha. Analisis data menggunakan uji univariate analysis of covariance yang secara khusus hanya memperhatikan nilai F-hitung pengaruh skemata terhadap kompetensi membaca pemahaman berbasis Taksonomi Ruddell. Hasil penelitian menunjukkan bahwa skemata yang secara teoretis diasumsikan mempengaruhi kompetensi membaca ternyata dalam penelitian ini tidak memiliki pengaruh. Hal ini diketahui dari hasil analisis statistik dengan uji univariate analysis of covariance diperoleh F-hitung 0,560 dengan siqnifikansi 0,457>0,05, yang menunjukkan bahwa tidak ada pengaruh skemata terhadap kompetensi membaca berbasis Taksonomi Ruddell. Dalam taksonomi Ruddell kompetensi yang ditagihkan tidak bersifat parsial melainkan bersifat komperehensif antar­ kompetensi dan subkompetensi. Kompetensi membaca yang paling sulit dicapai adalah memprediksi (92,5% menjawab salah), memahami ide-ide penjelas ( 82% menjawab salah), dan memecahkan masalah (60% menjawab salah).

Kata kunci: skemata, membaca pemahaman, taksonomi Ruddell 

 

THE EFFECT OF SCHEMATA ON THE READING COMPREHENSION COMPETENCIES BASED ON RUDDELL’S TAXONOMY

 Abstract

This study aimed to find out the effect of schemata on the reading comprehension competencies based on Ruddell’s and reading competencies that students find it difficult to acquire. The research sample comprised six semester students of PBSI FBS UNY. The sampling technique was the random sampling technique. The data were collected using a multiple choice reading comprehension test and a short answer reading schemata test.The reliability of the reading comprehension test was assessed by the Quest program and Item Response Theory and that of the reading schemata test by Cronbach’s Alpha. The data analysis used univariate analysis of covariance which specifically focused on the Fobserved value for the reading comprehension competencies based on Ruddell’s taxonomy. The results of the study showed that schemata, theoretically assumed to affect the reading competencies, had no effect on them. This was indicated by the results of the statistical analysis using univariate analysis of covariance test yielding Fobserved = 0.560 with a significance value of 0.457>0.05, showing that there was no effect of schemata on the reading competencies based on Ruddell’s taxonomy. In Ruddell’s taxonomy, the assessed competencies are not partial but they are composites of several competencies and sub-competencies. The most difficult reading competencies were predicting (92.5% answering incorrectly), understanding explanatory ideas (82% answering incorrectly), and solving problems (60% answering incorrectly). 

Keywords: schemata, reading comprehension, Ruddell’s taxonomy

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DOI: https://doi.org/10.21831/ltr.v17i1.18785

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