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Students- ability in solving mathematics word problems has been considered low, especially caused by obstacles in understanding information provided by the problem. Schema can be a helpful tool for students to face such obstacles. The aim of this research is to analyze the effectiveness of schema in resolving obstacles based on linguistic aspects constructing word problem (multiple representation systems, vocabulary, and grammar and syntax). A mixed method study of embedded experimental model was conducted with 69 participants of 11th grade students. Quantitative analysis to determine the effectiveness of schema was done by testing whether postest score of experiment students was significantly higher and whether mathematical linguistic obstacles of them was significantly lower than control students. Mathematical linguistic obstacles in each aspect were analyzed from the indicator-based coding of students- work on word problem test. Qualitative analysis was conducted by comparing experiment and control students- work on posttest, and by comparing experiment students- work on pretest and posttest. Experiment students showed significantly higher posttest score and lower mathematical linguistic obstacles in each aspect compared to control ones. In general, schema is proven to be effective in helping students solve word problems. Schema is also effective in resolving mathematical linguistic obstacles in each aspect. Qualitatively, students being taught schema showed more attention and application upon the whole information provided by the problem and were more self-directing in determining solving steps towards problem goal.