The Effectiveness of Generating Interaction between Schemata and Text (GIST) Strategy on Reading Descriptive Text Comprehension Ability of the Seventh Grade Students at MTs Al Huda Kedungwaru

Junanto, Fajar Muhamad (2014) The Effectiveness of Generating Interaction between Schemata and Text (GIST) Strategy on Reading Descriptive Text Comprehension Ability of the Seventh Grade Students at MTs Al Huda Kedungwaru. [ Skripsi ]

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Abstract

Keywords : Effectiveness, GIST strategy, Reading comprehension and Pre-experimental. Reading is one of language skills which is important for academic success. Reading is the process of reconstructing the writer’s idea written in a text or printed symbols based on the reader’s background knowledge and experience. In reading activity, we are not only reading the text, but also trying to understand what we are reading. Now, students are not able to understand the text when they encounter words that actually have been taught or told to them. To improve the students’ reading ability, the teacher must have an appropriate strategy of teaching to help the students learn it. Therefore, the researcher applied one of strategies which can cope it by using GIST Strategy, to know whether the strategy is effective to improve students’ ability. The formulation of the research problems were (1) How is the students’ reading descriptive text comprehension ability before being taught by using Generating Interaction between Schemata and Text (GIST) strategy? (2) How is the students’ reading descriptive text comprehension ability after being taught by using Generating Interaction between Schemata and Text (GIST) strategy? (3) Is there any significant different score of the students’ reading descriptive text comprehension ability before and after being taught by using Generating Interaction between Schemata and Text (GIST) strategy? The objectives of the research were (1) To know the students’ reading descriptive text comprehension ability before being taugt by using Generating Interaction between Schemata and Text (GIST) strategy. (2) To know the students’ reading descriptive text comprehension ability after being taught by using Generating Interaction between Schemata and Text (GIST) strategy. (3) To know whether there is any significant different scores of the students’ reading descriptive text comprehension ability before and after being taught by using Generating Interaction between Schemata and Text (GIST) strategy. In this study, the writer applied pre experimental with One Group Pretest-Posttest design. The population of this research was population study. Means that the subject of the research were the seventh grade students of MTs Al Huda Kedungwaru consisted of one class also as a population. The instrument used in this researcher was test. The data analysis of this study was using T test. The result showed that there was a significant different between the result of the pretest and posttest score. The mean score of the post-test was higher (80,80) than pre-test (70,16). The t-test value was higher than the value of t-table (3.970 > 1.711). It indicated that the alternative hypothesis (Ha) saying that there is significant different score of the students’ reading descriptive text comprehension ability before and after being taught by using Generating Interaction between Schemata and Text (GIST) strategy of the seventh grade students at MTs Al Huda Kedungwaru was accepted and the null hypothesis (Ho) saying that there is no significant different score of the students’ reading descriptive text comprehension ability before and after being taught by using Generating Interaction between Schemata and Text (GIST) strategy of the seventh grade students at MTs Al Huda Kedungwaru was rejected. It could be concluded that the GIST strategy was effective used in teaching reading descriptive text comprehension.

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