i ABSTRACT
THE IMPLEMENTATION OF GET- THE- GIST STRATEGY IN IMPROVING STUDENTS READING COMPREHENSION ACHIEVEMENT OF RECOUNT
TEXT AT THE SECOND GRADE OF SMPN 13 BANDAR LAMPUNG
By
Yulia Agustiara Putri
Reading means understanding the ideas conveyed in a text. Theoretically, inteaching and learning English, reading isvery complex because reading skills involve many aspects to be learned (e.g. identifying main idea, identifying specific information, making inference, reference, and understanding vocabulary).In other word, reading is one of language skills that use the critical thinking of the learners. The learners should have wide ability to connect the writer and the teacher.
This research was aimed at finding out whether there is a significant difference on students’ reading achievement after being taught through get- the- gist strategy, finding out whether there is an improvement on students’ reading achievement after being taught through get- the- gist strategy, investigating the problems the students face in learning macro skills of reading comprehension through Get- the- Gist Strategy. Twenty six students of SMPN 13 Bandar Lampung were selected as sample of this research by using purposive sample. Reading tests and questionnaire were used in this research. The researcher uses One Group Pre-test-post-test. Then, the t-test was used to reach the significant value.
x 1.1. Background of the Problem ... 1
1.2. Identification of the Problems ... 5
1.3. Limitation of the Problems ... 5
1.4. Formulation of the Problems ... 6
1.5. Objectives of the Research ... 6
1.6. Significance of the Research ... 7
1.7. Definition of Terms ……….. 7
II. THEORITICAL FRAMEWORK 2.1. Review of Previous Research ... 9
2.2. Review of Related Research ... 11
2.2.1. Notion of Reading Comprehension ... 11
2.2.8. The Applicability of Learning Procedures ………... 34
2.2.9. Advantages and Disadvantages of Get the Gist Strategy ………. 37
2.2.10 Theoretical Assumption ……… 38
xi III. METHOD
3.1. Setting of the Research ... 40
3.2. Population and Sample ... 40
3.3. Research Design ... 41
3.4. Data Collecting Techniques ... 42
3.5. Research Procedures ... 45
3.6. Scoring System of Reading Test ... 47
3.7. Try Out of Research Instrument...48
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CURRICULUM VITAE
The writer’s name is Yulia Agustiara Putri. She was born on August 12th, 1992 in Bandar Lampung. She is the second daughter of Nasrullah Intizam, S.E. and Ermily.
She began his formal educational institution for the first time at TK Dwi Tunggal in 1997 and graduated in 1998. She continued her study at SDN 1 Beringin Raya, Kemiling, Bandar Lampung and graduated in 2004. Then, she continued his study at SMPN 14 Bandar Lampung and graduated in 2007. After that, she pursued her study at SMAN 7 Bandar Lampung and graduated in 2010. At the same year, in 2010 she was registered as a students of English Education Study Program, in Language and Art Education Department of Teacher Training and Education Faculty at Lampung University.
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DEDICATION
This script is dedicated to:
My beloved parents Nasrullah Intizam, S.E. and Ermily. Myeldest sister Dina Sri Mawaddah, S.ST. My younger brother M. Wildhan Khaidar Bachtiar. My fabulous friends of English Education Study Program.
xiv
LIST OF FIGURES
Figure Page
xiii
LIST OF APPENDICES
Page Appendix
1. The Examples of Lesson Plan ...80
2. Try Out Test ...97
3. Pretest ...104
4. Posttest... ...109
5. The Result of Try Out Test ...114
6. The Distributionof Students’ Score of Try Out Test ...115
7. Realibility Analysis of Try Out Test ...117
8. Level of difficulty and discrimination power of the try-out test ...118
9. The result of students’ score of pretest-posttest in experimental class ....119
10.Distribution of the Students’ Pre-test Achievement in Reading Comprehension Aspects ...120
11.Distribution of the Students’ Post-test Achievement in Reading Comprehension Aspects ...122
12.Random Test of the pre-test and post-test in experimental class ...124
13.The normality of the pre-test and the post-test in experimental class...126
14.T-table...….…………...……... 128
15.Answer Keys ...129
16.The Examples of Sheet ...130
xiv
LIST OF FIGURES
Figure Page
xii
LIST OF TABLES
Table Page
1. Table of Specification of Questionnaire ... 43
2. Table of Specification of Try-out test (Multiple Choices)... 50
3. Table of Specification of Try-out test (True False) ... 51
4. Table of Specification of Pre-test (Multiple Choices) ... 51
5. Table of Specification of Pre-test (True False) ... 51
6. Table of Specification of Post-test (Multiple Choices)... 52
7. Table of Specification of Post- test (True False) ... 52
8. Research schedule ... 58
9. Distribution of the Students’ Scores of the Pre-test in theExperimental Class ... 62
10.Distribution of the Students’ Scores of the Post-test in theExperimental Class ... 63
11.Mean score of the pre-test and post-test ... 64
12.Distribution of the Students’ Pre-test Achievement in Each Aspect in reading Comprehension ... 67
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MOTTO
“
Whatever you can do, or dream you can, begin it. Boldness has
genius, power, and magic in it.
”
THE IMPLEMENTATION OF GET THE GIST STRATEGY IN
IMPROVING STUDENTS’ READING COMPREHENSION
ACHIEVEMENT OF RECOUNT TEXT AT THE SECOND GRADE
OF SMPN 13 BANDAR LAMPUNG
(A Script)
By
Yulia Agustiara Putri
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
I. INTRODUCTION
This chapter describes the background of the problem which includes the reason for conducting the research, the problems in teaching reading comprehension, and suitable teaching technique which is needed in improving the students’ reading achievement. This chapter also describes the formulation
of the problem, limitation of the problems, objectives of the research, significancesof the research, and definition of terms.
1.1. Background of the Problems
Language is a system of communication that enables humans to cooperate. Peitro (1990) said that language is one of the most useful tools we have as human. It can be deduced that without language we can not express our feeling clearly to other people even engaging in their activities.
According to the pre-observation in SMP Negeri 13 Bandar Lampung on 2nd December 2013, it was found that some students have low ability in reading. It can be seen from students’ result test. The result of observation was consolidated by the statement one of English teachers of SMP Negeri 13 Bandar Lampung saying that the the students have difficulty in comprehending an English reading text. In accordance with the the score data which the researcher get from him, it was found that some students gainedthe minimum standard score in the test and examination.
The students sometimes felt shy when they were asked to read the text in front of the class because they did not know to pronounce the word well. They never have heard and learned how to spell the words from the their teacher. They just asked to do the exercises in the textbooks in written. It can be seen from their final examination scores. The scoreswere still under minimum achievement. The students just study English to get the score. The students felt bored, because they have to read and read again to understand and answer the question from the passage. Finally, they tended to belazy and just guess. If there was no examination or evaluation, they would not study.
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Get the Gist Strategy was a strategy that can be used to improve students’
reading comprehension and they made summary from their understanding of the main idea of the text. One of the goals the students read the English text is to get information from the text. To know the information, the students have to find out the main idea of a paragraph which tells the topic. Identifying main idea is also found in reading test.
But, in the fact, the teacher still used conventional technique whereas the teacher can be more creative. The teacher only focused on giving many texts to the students and asked them to answer the questions without seeing that whether the students were really able to do it or not. The teacher focused on grammar drills, vocabulary and the meaning of word by word. Thus, it was not enough for the students to grasp and understand the content of text. The students know most of the words in a paragraph but still have difficulty to catch its main idea.
That method makes the students who are taught through this method was boring. The students tended to be passive in reading class because the activitywas dominated by the teacher (teacher-centered).
indicated how readers conceive a task, what textual cues they attend to, how they make sense of what they read, and what they do when they do not understand (Block, 1986) as quoted by Song (1998: 1).
The Get the Gist Strategy is intended to be used in improving students’
comprehension achievement. Get the Gist Strategy was a strategy that can be used to improve students’ reading comprehension and they make summary from their understanding of the main idea of the text. The researcher usesGet
the Gist Strategy because this technique focusesthis technique focused to help
the students pull the most important information from a piece of text. Doing this help students sift through details to find key points in a paragraph which improved comprehension. During this time especially in reading learning process, the students difficult to determine the main idea of the text.
Therefore, based on the explanation above, the researcher wants to apply the
Get the Gist Strategy in teaching reading. By using this Get the Gist Strategy, it
was hoped that teaching reading through Get the Gist Strategy not only will increase students’ achievement but also in this research. To analyze the improvement of the students’ reading comprehension achievement through Get
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1.2.Identifications of the Problems
The identifications of the problems in this research are;
a. The students felt bored when they are studying reading because they have to read and read again to understand the text from the passage.
b. The students have difficulty in interpreting new vocabulary. c. The students’ score were still under minimum achievement.
d. The teacher only focused on giving many texts to the students and asked them to answer the question without seeing that whether the students are really able to do it or not.
e. There were still conventional method and technique which are used by the teacher.
f. The students have difficulty and low motivation in reading were their limited knowledge of English vocabulary, and their lack understanding of reading skills such as: skimming, making inferences, finding topic sentence and finding main idea.
1.3. Limitation of the Problems
second grade students at SMP Negeri 13 Bandar Lampung still got lowscores for reading test and low motivation in reading.
1.4.Formulation of the Problems
Based on background of the problems mentioned previously, the formulation of the problems was as follows:
1. Is there any significant difference of students’ reading comprehension achievement before being taught throughGet the GistStrategyand afterbeing taught through Get the GistStrategy in teaching reading ofrecount text at the second year students of SMPN 13 Bandar Lampung?
2. Is there any significant improvement of students’ reading comprehension achievementafterimplementingGet the GistStrategy in teaching reading ofrecount text at the second year students of SMPN 13 Bandar Lampung?
3. Specifically, what problems do the students face in terms of learning macro skills of reading comprehension through Get the Gist Strategy?
1.5. Research Objectives
The objectives of this research are:
1) To find out whether there is difference of the students’ reading comprehension achievement before being taught throughGet the
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2) To find out whether there isan improvement of the students’ reading comprehension achievement after being taught through Get the Gist Strategy.
3) To investigate the problems the students face in learning macro skills of reading comprehension through Get the Gist Strategy.
1.6. Significance of the Research
The significances of this research are:
1) Theoretically, the results of this research are expected to support the existing theory of reading strategy.
2) Practically, the result of this research can be used as an alternative consideration for next researcher who will choose the appropriate teaching reading techniquein teaching reading activity and can give information to the readers, English teachers, textbooks writers, other practitioners that this technique in this research more effective in improving of the students’
reading comprehension achievement.
1.7.Definition of Terms
Definition of terms presented basically at avoiding misunderstanding about the terms in the research. The definitions of terms are:
Get the Gist Strategy is one of reading strategies in which the students to be able to summarize a text into one sentence no more 20 words without omitting key ideas.
Reading Comprehension is the ability to grasp and to comprehend the content and information from the texts in terms of identifying main idea, identifying specific information, making inferences, and author’s tone
attitude.
Achievement is the result of study which is achieved by the students in achieving learning objectives after comprehending the materials.
Recount Text is a text which tells about story, action, or activity in the past.
II. THEORETICAL FRAMEWORK
This chapter deals with the followings points: Review of Previous Research and Review of Related Literature.
2.1. Review of Previous Research
Get the Gist Strategy is one of the strategies which used in cooperative learning
and some researcher conduct that. First, Zainotalia (2012) implements Get the Gist Strategy in teaching reading using descriptive text at the second year of junior high school. Based on the her result, Get the Gist Strategy is an innovative way the students’ reading comprehension. She found that Get the Gist Strategy
can improve students’ reading comprehension and a good strategy which can
applied in junior high school because the students can summary and understanding the main idea from the text with their own words.
taught by conventional reading technique (A2). While the students who had positive beliefs about language learning (B1) showed better achievement than the students who had negative beliefs about language learning (B2). For the students who holdpositive beliefs about language learning,GIST group showed higher mean score ofreading comprehension than theconventional reading technique. On theother hand, for those who had negative beliefs about language learning, there wasno significant difference between the students who were taught by GIST andtaught by conventional reading technique.
The last, PutriAyu (2012) conducted the research at third grade of SMA DwijendraBualu which studied the effect of GIST and learning style on the reading comprehension. The results of her research are in general, students who were taught by Gist showed best achievement in reading comprehension and the researcher found that there was significant interaction between kind of strategy and learning style in improving in reading comprehension. The students’ learning style has contribution on the kind of strategies.
Owing to the findings of the previous research above, the following can be synthesized:
1) Get the Gist Strategy could improve to students’ reading comprehension
achievement significantly.
2) Get the Gist Strategy maybe a good strategy which can be applied in
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3) Get the Gist Strategy maygive better achievement in reading
comprehension than other reading technique especially for the students who have the positive beliefs about language learning.
4) Get the Gist Strategy may help the students who are taught by Gist showed
best achievement in reading comprehension.
5) The students enable to comprehend the meaning of the text easier and they can revised and refined the vocabulary as well by implementing GIST.
However, there was not has the research about Gist strategy which investigated the students’ opinions and the teacher’s opinion on learning process especially in
students’ problems in terms of macro skills of reading. Therefore, this researcher
carried out to study that issue.
2.2. Review of Related Literature
This section described notion of reading comprehension, concept of teaching reading comprehension, recount text, get the gist strategy, get the gist strategy in teaching reading, procedures of teaching reading comprehension through get the gist strategy, the applicability of learning procedures, advantages and disadvantages of get the gist strategy, theoretical assumption, and hypothesis.
2.2.1. Notion of Reading Comprehension
Hittleman (2003) defined reading is a verbal process interrelated with thinking and with all other communication abilities listening, speaking, and writing. According to the opinion, reading was one of the most important skills in learning English. It was important because this skill became bridge for students to understand the text that they have to read. It was begun by the students listened the teacher said then the students read the text or utterances that the teacher given, after that they applied what they have known in orally (speaking) or written (writing). Reading is a complex information processing skill in which the reader interacts with text in order to (re) create meaningful discourse (Silberstein, 2004: 12). It mean that reading was a way for students to know and get the meaning from a passage or text. Not only get the meaning from the passage but also the students can re-create the meaning by their own words. In other words, if the students have a good ability in reading learning process, so they can understand about the meaning of the text. But, if they have a poor ability in reading learning process, so they would get difficulty to understand and finding the meaning of the text. It is relates to Nunan (2003:68) stated that reading is a fluent process of readers combining information from a text and their own background knowledge to build.
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Comprehension was one of most important should be mastered by the readers. Reading just was not transferring the symbol printed from page to the thinking but the readers have to comprehend the content of the reader’s read.
Comprehension in reading became important because it made the readers have meaningful in their reading. In other word, their reading was not useless.
Smith (1971) in Mackay et al (1979: 6) pointed out that letter-by-letter or word-by-word reading will prove extremely detrimental because the meaning of one word will be forgotten before the next word is built and thus no meeaningful relationships will be established between the words. No comprehension will be possible.
Klinger et al (2007: 8) pointed out reading comprehension is a multicomponent, highly complex that involves many interactions between readers and what they bring to the text. In other words, the reader can read the text through background knowledge, the strategy which they use in reading passage so the readers canundestand what they read. Casper, Cation, and Westfall (1988:1) as quoted byHelwana (2011) asserted that comprehending the content of reading text is the goal of reading. Without comprehension, reading would be empty and meaningless. Thus, comprehension was the most important part of reading. Without comprehension, it was useless and meaningless if readers or students only wanted to look at each letter of alphabet in written texts.
as they read and product involves measuring, in some objective ways, the net result of the process.
There were two real elements of reading comprehension and these elements were part of intellectual skills. Intellectual skills are very important for the reader to comprehend a text.
According to Troschitz (2005:4-6), the intellectual skills were divided into two terms and classified as follows:
1. Macro Skills
Macro skills are not only skills, but much more do they define strategies a reader is supposed to develop for reading in the foreign language as well as in the mother tongue. They are including as follows:
a. Scanning; it is the ability to extract specific information out of a text. In this case, the readers roughly know what they are looking for. They search for details in a text and pay no attention to any kind of other information given. For example, the relevant times on a timetable, items in a directory, or key points in a academic text (Hedge, 2000:195).
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c. Deep understanding of the text; it is the ability to detect the construction of the discourse or argumentation. The reader concentrates on details concerning structure and content which form the basis for a critical evaluation or interpretation of the text. For example, the readers read a difficult text a second and a third time, considering first readings as approximations or rough . They interact with the text by asking questions, expressing disagreements, linking the text with other readings or with personal experience (Roberts & Roberts: 2008).
d. Recognising the tone of the text and the author’s attitude. This
incorporates the readers’ ability to detect stylistic devices such as irony or sarcasm as well as to understand their function in the text.
2. Micro Skills
Micro skills are in contrast to low level skills intellectual operations. They can be subdivision into two groups (Troschitz (2005:4-6), word recognition and syntactical elements:
a. Word recognition; it is an essential part of reading comprehension since it includes all processes which are necessary to give a word of meaning in its context. Word recognition means the ability to understand the meaning of the langauge items context.
b. The understanding of syntax; includes the identification of syntactical key element such as subject, predicate, etc, the determination of antecedent, which means to find referents of pronouns or to identify the subject of participle constructions.
Macro skillsarethe ability to obtain several aspects, namely specific information. For example, facts, comparison, anlogy cause effect, statistic, gist, amin idea, inference, etc. Micro skills are the ability to recognize factions, cohesive devices, mechanics, etc.
Brown (2004:187-188) as quoted by Turi (2013: 10) dividedthe intellectual skills into two terms that are macro skills and micro skills and they are explained as follows:
1. Macro skills, the skills are as follows:
a. Recognizing the rhetorical forms of written discourse and their significance for interpretation.
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c. Inferring context that is not explicit by using background knowledge. d. From described events, ideas, etc. Infer links and connections between
events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
e. Distinguishing between literal and implied meanings.
f. Detecting culturally specific references and interpret them in a context of the appropriate cultural schemata.
g. Developing and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts
2. Micro skills, the skills are used to:
a. Discriminate of among distinctive graphemes and orthographic patterns of English. Grapheme is a letter or letter pattern that spells aa phoneme (speech sound). English has a complex code in which 1-4 letter graphemes can represent 1 sound.For example,2 letter grapheme: l ea f. The sound /ee/ is represented by the letters „ea’. Then, orthographic is the set of symbols used and the rules about how to write these symbols. The example the word cat/kæt/ consists of three letters ۦcۧ, ۦaۧ, and ۦtۧ, in which ۦcۧ represents the sound /k/, ۦaۧ the sound /æ/, and ۦtۧ the sound /t/. b. Retain chunks of language of different lengths in short term memory.In
opinion," "to make a long story short," "How are you?" or "Know what I mean?"
c. Recognize a core of words, and interpret word order patterns and their significance. A core word is a set of words that a student is expected to be able to read and spell. The example of cord words are: big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look,
make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we,
where, yellow, you
d. Recognize grammatical word classes (nouns, verb etc.), systems (e.g. tense, agreement, pluralization), patterns, rules, and elliptical forms. e. Recognize that a particular meaning may be expressed in different
grammatical forms.For example, word forms child, children, childs’,
children's have the same lexical meaning and have different grammatical
meanings. They constitute a lexeme (About this sound pronunciation).Word-forms children, boys, men, bookshave the same grammatical meaning and have different lexical meanings. They constitute a grammeme (a categorial form, a form class)
f. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.Here are of cohesive device in synonym, Myths narrate sacred histories and explain sacred origins.
These traditional narratives are, in short, a set of beliefs that are a very
real force in the lives of the people who tell them. In pronouns, this, that,
these, those, he, she, it, they, and we are useful pronouns for referring back
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experiments do not work out as expected, they are often considered
failures until some other scientist tries them again. Those that work out
better the second time around are the ones that promise the most rewards.
In accordance withexplanation above, although in intellectual skill of reading into two terms that are macro skill and micro skill but this research will befocused on macro skills which cover finding main idea, finding specific information, finding inference meaning and author’s tone attitude .
2.2.2. Concept of Teaching Reading Comprehension
In the light of insights into the reading process and into how successful readers interact with texts. Hedge (2000: 205) states that any reading component of English language teaching may include a set of learning goals for:
1. The ability to read a range of text in English because one of the goals of reading is to know and get the meaning the content of the text especially in English.
2. Building knowledge of language (e.g. vocabulary, structure) which facilitatedevelopment of greater reading ability.
3. Building schematic knowledge in order to interpret texts meaningfully. 4. The ability to adapt the reading technique according to reading purpose
bythe teacher help the student by applying selecting or creating appropriate texts.
6. Taking a critical stance to the contents of the texts such as giving a detailed set of questions for the pre-reading phase with students tackling academic texts
It is important to build up the students’ ability to adapt the reading technique
according to reading purpose as a goal in teaching reading. Alyousef (2005: 1430) as quoted byHelwana (2011) says that in teaching reading, contemporary reading task, unlike traditional materials involves three phase procedures; pre-, while, and post reading stages.
The aim of teaching reading is to develop students’ skill that thay can read
English text efficiently and effectively. To be able to do so the reader should have particular purposes in their mind before they interact with the texts based on their own choice. Therefore, the application of reading silently may be can be a solution to get the effective and efficient reading especially which it makes the readers or students more understand the content of the texts and so it makes they enjoy in reading activity.
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Harmer (2004:70) states the principles behind the teaching reading:
a. Reading is not Passive Skill
Reading is an incredibly active skill, to do reading successfully. The students have to understand the argument what the words means. As an active skill, reading should be taught in creative ways to make the students comprehend entire the text and be able to respond the text by giving the argument based on the text after they read the text.
Solahudin (2008: 19) states “Reading is not only ability in read, but ability in
comprehend the text.” it means that reading is not only read the text word by
word but reading is activity where the reader has the purpose in reading to comprehend about the text that they read.
b. Students need to be engaged in what they are reading as with
everything in lesson.
Students who are not engaged in reading text assume that reading texts are not beneficial for them. They are really fired up by the topic or the task. Here, the teacher needs to give motivation to the student to reading the text, by telling them about the topic, and the purpose of reading so the student will be interested in the text, and eager to read the text. Robertson and Acklam (2000: 19) state thatit is necessary to give students a reason to read. There is little point in asking the students just to read a text.
text. So they will not disturbed by what they are doing but they all focus in reading.
c. Student should be encouraged to respond to the content of the reading
textnot the language
It is important for students to study reading text not just they use language. The members of paragraph, they contain and how many times they use relative clause but just as important if the student must give a chance to respond the massage. The student should allow expressing their felling about the topic.
One of the purposes of reading is to comprehend the text and respond to the text after the readers have read by giving opinion, telling the text material to the other or answer some of question based the topic of the text.Dallman (1982:23) in Turi (2013: 19) states that reading is more than knowing what each alphabet stands for; reading involves more than word recognition; that comprehension is an essential of reading, without comprehension no reading takes place.
d. Predicting is a major factor in reading
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what article are about, and the brain start up to predict what are going to read and the article process of reading is ready to begin. The teacher should give student “hunt” so that they can predict what is coming too.
Harmer as quoted by Turi (2013: 19) states in real life, whenever readers read anything, they know what the context is, they are aware of the situation, the location, the kind of conversation, and example. These factors affect our ability to understand and make sense of what they read. In class, it is necessary to introduce the students to the context before they read. The context can be elicited or prompted from earlier work, the course book, pictures, and discussions and so on. Without “setting the scene‟ like this, the tasks can become unnecessarily difficult.
e. The teacher should match the task to the topic
The teacher could give students what reading text the student are going to read and need to choose good reading task. The right kinds of question, engaging and useful puzzle etc. the most interesting text can be under mind by asking boring and appropriate questions. The most common place can be made really exciting with imaginative and challenging task.
f. Good teachers exploit reading text to the full
Any reading of text is full of sentences, words, ideas, descriptions etc. good teachers integrate the reading text into interesting class sequences, using the topic for discussion and further task using the language for study and later activities. Authentic material should be prepared by good teacher to exploit reading text to the full. In addition, according to Lee (1995) as quoted by Turi (2013: 20), authentic texts are often regarded as more interesting than textbook materials because they can be more up-to-date, and relate to everyday issues and activities.Martinez (2002: 1) views that authentic materials keep students informed about what is happening in the world, so they have an intrisic educational value. It means that authentic texts have value for students. Besides containing a lot of information needed by students to increase their language knowledge, these reading texts also helps students in increasing their background knowledge.
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2.2.3. Reading Strategy
Reading strategies were the mental processes that readers consciously choose to use in accomplishing reading task (Cohen, 1987:133 as quoted by Sutarsyah, 2013:24). These strategies have some characteristics, i.e., planning, competition, conscious manipulation and movement toward a goal.
Wenden and Rubin (1987:52-54) as quoted by Sutarsyah, 2013:24)identified seven reading strategies that were used by good readers. The summary of these strategies was presented below:
1) Flow-charts and hierarchical summaries. When reading, a learner
make a summary by making a chart that can explain the structure of ideas in the text with its components such as topics of the text, supporting evidence, and concluding statement.
2) Titles. Before reading a learner is a given the title of the text and thinks about the title as a means of building schemata.
3) Embedded headings. The role of embedded heading is used to build
advance organizer which is helpful for a learner before he starts reading. It can also improve a delayed recall because when the learners miss the content they will remember by looking embedded headings.
4) Pre-reading questions. This effective strategy is very common and
questions related to the topic of the text and he tries to find the answers to the questions while reading.
5) Story specific schema from general schema. In this strategy, alearner
brainstorms a general problem solving schema for a short story and sets general questions derived from this schemata.
6) Imagery. The ability to use image is needed in reading because the
learners who have high imagery are able to recall and recognize more items of information from a text than low imagery.
7) Perspective. A learner reads a story from a particular perspective
which is important to that perspective. This can also build related schemata that can help him read a text.
Sutarsyah (2013: 25) points out also based on some research, these seven reading strategies have proved effective. It is believed that these good strategies can be taught to second language learners in reading a text.
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2.2.4. Recount Text
Recount text wasa text that telling the reader about one story, action or activity. It was important because a recount text has the goal to entertaining or informing the reader. Usually, this text told about someone’s experience in the past. The readers could read the recount text from the books, magazine, etc. It was relates Hartono (2005) who pointed out recount text is categorized as “the story genre which functions to retell events for the purpose of
informing or entertaining”. Anderson & Anderson (2003) as cited by
International Education Week (2010) stated that “a recount text is a piece of text retelling past events, usually in the order in which they happened. The purpose of a recount text is to give the audience a description of what
occurred and when it occurred”. Knapp and Watkins (2005) in International
Education Week (2010) emphasized that text such as recount text has a basic form of sequencing units of information.
Meanwhile, Mukartoet al (2007) stated that the generic structure or rhetorical features of a recount text consist of three parts, namely:
a) orientation, it gives reader background information of the story. As the opening paragraph, it should answer the questions: who, what, where, when, and how;
c) reorientation, it consists of a type of conclusion with a comment or a summary and evaluation about the topic of the story.
Beside the generic structure or rhetorical features of a recount text, as Anderson & Anderson (2003) statedthere are also the language features which are usually found in a recount text, they are: a) proper nouns to identify those involved in the text; b) descriptive words to give details about who, what, when, where, and how; c) the use of the past tense to retell the events, and 4) words that show the order of events or connectors (for example, first, next, then, etc).
Here is the example of recount text for second grade of SMP.
My Holiday in Bali
http://www.belajarbahasainggris.us/2012/01/contoh-teks-recount-my-holiday-was.html
After that, we went to Sukowati market for shopping. That was my lovely time. I bought some Bali T-Shirt and souvenirs.
When I was second grade of senior high school, my friends and I went to Bali. We were there for three days. I had many impressive experiences during the vacation.
First day, we visited Sanur Beach in the morning. We saw the beautiful sunrise together. It was a great scenery. Then, we checked in to the hotel. After prepared our selves, we went to Tanah Lot. We met so many other tourists there. They were not only domestic but also foreign tourists.
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2.2.5. Get the Gist Strategy
Get the Gist Strategy isone of reading strategies in which the students
summarize the text become one sentence that is 20 words or less. It was important because using Get the Gist Strategy helped the students to find out the main idea in each paragraph of the text. Finding main idea in a text was one of the important aspects because when the readers read and found main idea or key concept of a text, automatically they would be easier to know about the content of the passage. They could identify key concept or main idea in a text and summarize it in a sentence. Cunningham 1982 (Cecil and Gipe, 2003) proposed one of the strategy that is considered useful to improve students’ reading comperehension and involves students’ prior knowledge,
synthesizing, and generalizing operation is Generating Interaction Between Schemata and Text (GIST) strategy. This strategy is said useful to identify or generate main ideas, eliminate redundant and unnecessary information, help students remember what they read, and record a summary of material they just read.
Wright (2011:1) noticed that the word "gist" is defined as "the main oressential part of a matter," according toWebster's Dictionary.This activity forces students to squeezemeaning into a tight, precise summary. She said that the goal of GIST is to have students conveythe "gist" of what they have read bysummarizing the text in 20 words. Extraneous details must be discarded as aclearly defined focus is found. It is best torequire a sentence format. Gist was used in teaching reading because Gist was a good strategy for any level reader and the students develop skills in identifying mainideas and key concepts in the text.
Get the Gist Strategy was a teaching reading technique in which the teacher
made their students to summarize the content of the text based on the finding out main idea in the text. He encouraged his students to take delight in reading the written texts through applying the Get the Gist Strategy in the teaching reading activity in the class. By applying this teaching reading strategy in the class, the teacher could stimulate the students who were lazy to read to be students who were contented to read. As Siddiqui (2007:119) in cited Zainotalia (2012) argued that Get the Gist Strategy that is can improve
students’ understanding and memory of what they have learned so they could
get the most important point or the main idea of the passage.
Get the Gist Strategy is an activity which helps the students and the teachers
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important ideas about what is read. It means that after the students comprehend about the text, they can make summary with their own words.
2.2.6. Get the Gist Strategy in Teaching Reading
Get the Gist Strategy was a strategy reading in which this strategy can
improve the students in reading comprehension especially in summarizing the text. Get the Gist Strategy could help the students to find main idea and key concept of the text. Besides that this strategy could help the students and teacher learn the vocabulary as well. It according to Klinger, Vaughn, and Schumm (2010: 110) inZainotalia (2012) said that that Get the Gist Strategy can help students to understand the concept of main idea of the text.
Wright (2011:2) explained how gist work is first having the students read the entire first paragraph. Answer the 5Ws and H (Who What When Where Why How), then read the first three paragraphs and completethe G.I.S.T. After that answer the 5Ws and H, the students have to write a 20 word GIST summary. Finally, make sure you only use 20 words and make sure there is no “fluff” in the GIST.
In this teaching reading, the researcher tried to improve students’ reading comprehension not only by summarizing the main idea but also answering the questions which are contain aspects of reading such as finding main idea especially, understanding specific information and understanding the implied meaning of the texts.
2.2.7. Procedures of Teaching Reading Comprehension through Get the
Gist Strategy
In the teaching and learning process, the teacher should have the procedures in order to learning process occur properly and effectively. Based on the theory, the reseacher gave the treatment to the students by understanding the teaching reading recount text through Get the Gist Strategy using recount text as the materials. The procedures are as follows:
A.Pre reading activity
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students which give them benefit to be more receptive to the content. In general, pre-reading activities was conductedin a class as follows: brainstorming, showing picture, and asking question based on the topic.
Apperception: Greeting, the teacher checked the students’ attendance list.
Brainstorming Ideas: questions and answer rselated to the theme the theme they just have already heard
Ask the each student about thier activities during holiday.
Motivation: Explained about what the important the materials were and the competence one the students have.
B. While reading activity
1) First of all, the teacher explained about the generic of recount text. 2) Then, the teacher asked the students to make several groups and
gives each them a short recount text.
3) Next, the teacher asked to read article and the students have to make a list of new vocabulary from the text.
4) Overview of how to use Get the Gist Strategy, consist of; identified the most important who or what in the passage, identified the most important information about who or what, wrote a short complete sentence containing the most important information.
5) The teacher gave the text for students to practice Get the Gist
6) After that, the teacher gave some questions abut the text what they have learned (about the main idea, specific information, and inference from the text).
C.Post reading activity
a. The teacher gave feedback to the students about the materials whether the students have something did not understand.
b. Closing the activities by giving students the motivation and homework.
c. At last, the teacher closes the class by greeting.
2.2.8. The Applicability of Learning Procedures
To be clearer, here is the practical of the learning procedures with lesson material of recount text entitle My Holiday Was Fantastic.
My Holiday Was Fantastic
Last summer I got a fantastic holiday. I visited some great places. I went to an airport and was going to fly to Cleveland. I was spending there two days. I liked to see some Cleveland Cavaliers basketball matches.
Then I went to Hollywood. Hollywood is a famous district in Los Angeles, California, United States. It had become world-famous as the center of the
film industry. Four major film companies – Paramount, Warner Bros., RKO
and Columbia – had studios in Hollywood. I did not want to leave but I had
to.
After that, I went to New York city. I visited the Statue of Liberty. I went from the bottom of Manhattan to the top of the crown. That was very amazing. The places made me feel at home but I have to go home. Next time I would return to them.
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Pre activities
Teacher : Good morning, class.How are you today?
Students : We are fine, thank you. How are you, Miss?
Teacher : I am fine, thanks. Well, I will check your attendance list. Who is absent today?
Students : There is no one, Miss.
Teacher :Good… Well, we will start our lesson but before that can I ask you
something? What did you do in holiday last month?Do you have a story? I mean such an experience about you or experience about other people that you know?
Students : Yes, we have, miss.
Teacher : Well, What about you!! How is that? Can you tell us about your story, please?
Student 1 :Yes, I can. I have an experience when my family and I went to the beach. I almost disappeared when I was swimming.
Student 2 :I have an experience with my sister when we do travelling using plane. We are very happy.
Student3 :I have a story about my friend, Ali must have hospitalized in hospital by car accident.
Teacher : Ouch, I’m sorry to hear that for your friend. But, your story and
experience are very amazing. That’s very Good. Thank you.
While activities
Teacher : Fine, let’s continue our lesson.
I have a story here on my hand that will be discussed. The title is My Holiday was Fantastic.
Students : No, We haven’t, Miss..
Teacher : Well, these groups called gist groups. Now, I give piece of The My Holiday was Fantastic’s story to every member in a group (teacher give material). Ok, now you read the part that you get.
Students : (Reading)
After that, each member in group must remember important ideas from the text.
Students : (start discussion)
25 minutes later…..
Teacher : Class, Have you done your discussion?
Students : Yes, We have, Miss.
Teacher : Alright, after reading the text I’m sure that you know what the
story talking about. Now, I ask you to each member in group important ideas from the text and list the word in the paper.
Students :All Right, Miss.(each member from start to write the words).
Teacher :Okay, after making list in the paper.We will discuss and find out the meaning about the difficult words in advance which they have found in the text. (The teacher and the students start to discuss).
Teacher : Now you have found about the meaning of difficult words from the text and automatically, you have found important ideas from each paragraph in the text.Now I ask you to write a summary from each paragraph in the text in which you have to summarize more than 15 words and less 20 words in your own word. Understand, Class?
Students : AlRight, Miss. (start summarize the story)
Teacher : If you have finished, Collect here.
Students : Alright, Miss (collect their work)
Teacher : Now, back to your own seat. I have some questions for you to
answer related to story that we have discussed. I’ll give 20 minutes
answer them. (Theteacher ask the students about the main idea of the text, specific information about the content of the text, inference of the text, and about the author’s tone in the text).
Students : (answer the question. after 20 minutes, they disscus the quiz together with the teacher)
Post activities
Teacher : Allright, this is the end of our lesson today. Please, ask your difficulties in this lesson. Just raise your hand.
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thatstories to be discussed in the next meeting. Thank you for your attention today and don’t forget to study at home. Good bye, class.
Students : Thank you very much, Miss.
2.2.9. Advantages and Disadvantages of Get the Gist Strategy
There were some main advantages that could be obtained from Get the Gist Strategy in the class:
1. By using Get the Gist Strategy, it could improve reading comprehension as well as summary writing. When using Gist, students must delete trivial information, select key ideas and generalize in their own words, which are three major strategies necessary for comprehension and retention (Richarson& Morgan:2000) .
2. Get the Gist Strategy could active students’ prior knowledge (Zainotalia:
2012). Thus, it was a benefit for each student to comprehend the meaning of the text.
3. This Strategy could help the students in final examination, in which in final examination they have to answer the question based on the text and before they must answer they have to comprehend with the meaning of the text.
4. Get the Gist Strategy could revise and refine vocabulary as well.
Not only the advantages, but also Get the Gist Strategy has disadvantages was the students do not know all of the content of meaning of the text that they read because the students were taught to limit their response to ten words or less, so that their gist conveyed the most important idea(s), but not unnecessary details.
2.2.10. Theoretical Assumption
Reffering to the frame of theories, it was assumed that Get the Gist Strategy was a good strategy to be used teaching reading because Get the Gist Strategy could be one of the reading strategies for improving text comprehension especially in identifying main idea. The students have to be able to identify main idea in various types of the texts. After finding main idea, indirectly the reader or the students knew what the contents of texts were and other aspects reading in the text.
Therefore, it was Get the Gist Strategythat has been applied in teaching
learning process and the students’ reading comprehension achievement, it
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2.2.11. Hypothesis
In relation to the theoretical assumption; therefore, the hypothesis could be formulated that by usingGet the Gist Strategycould improve the students’ reading comprehension better and significantly.
III. METHODS
This chapter describes setting of the research, population and sample, research design, data collecting technique, scoring system of reading test, try out of the research, data analysis, hypothesis testing and schedule of the research.
3.1.Setting of the Research
This research took place at SMPN 13 Bandar Lampung for one month. The researcher chose SMPN 13 Bandar Lampung as the setting of this research because no one has yet to do the research using GIST in advance and that school was not far from the researcher’s house, so it could facilitate her to do the research.
3.2. Population and Sample
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researcher usedpurposive sampling for tryout class to get sample. Purposive sampling were used if description rather than generalization is the goal. In this type of sample it is not possible to specify the possibility of one person being included in the sample (Dawson, 2002:49).
3.3. Research Design
This quantitative research which usedone group pretest-posttest design (Hatch and Farhady, 1982:20). Hatch and Farhady stated that this design was an improvement over the one-shot case study because you have measured the gains that the subjects have made rather than just looking at how well everyone did at the end. This type of design was also open to the question of internal validity. For example, the students’ history teacher might have assigned weekly written homework which contributed substantially to the gains. The researcher chose this design to find out whether if there is the improvement of students’ reading
comprehension achievement after being taught through Get the Gist Strategy at the second grade of SMPN 13 Bandar Lampung. There was one class as the sample of the research. The research design is as follows;
T1 X T2
T1: Pre-test
X: Treatment
T2: Post-test
The sample of the research was given the treatment of teaching reading comprehension through Get the Gist Strategy (see chapter 2). The pre-test was administrated before the treatment of teaching reading comprehension through
Get the Gist Strategy was implemented, to see the students’ basic reading
comprehension. Then, the treatment of teaching reading comprehension through Get the Gist Strategy. The posttest was administrated afterward, to find out the
improvement of the students’ reading comprehension through Get the Gist
Strategy. Next, the questionnaire was conducted in this research to find out the improvement students reading comprehension through Get the Gist Strategy in terms of macro skills in reading learning.
3.4. Data Collecting Techniques
In collecting the data the writer used the following technique:
1. Test of Reading Comprehension
In collecting the data, the writer usedtest of reading comprehension which consisted of pretest and posttest. The pretest was administered in order to find
out the students’ reading comprehension achievement before treatment. The
posttest was administered at the end of treatments in order to find out the
results of students’ reading comprehension achievement after the 3time
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2. Questionnaire
The questionnaire was conducted to obtain data of information about the students’ problem in learning macro skills of reading comprehension to answer
the third research question through Get the Gist Strategy. It consisted of 14 items which covered 2 aspects; they were students’ feelings toward the reading English in teaching learning and the implementation of Get the Gist Strategy to their knowledge improvement and reading skill.
Table below showed the specification of questionnaire;
Table 1. Specification of Questionnaire
No Aspects Number of Items Percentage
1 Teaching Learning in
The questionnaire consisted of 14 statements. The statements covered two issues: the first issue was on the students’ problems toward reading English in
teaching learning (statement number 1-7) and the second issue was on the
students’ feeling to the implementation of the technique (statements number
8-13). Those issues were taken based on the theories in which explained that the students had problems in reading English such as the students dislike reading, vocabulary limitation, difficulty guess meaning, hard to understand content, difficulty in reading text without unknown topic, etc (Sutarsyah, 2013: 101).
they encounter problems when they read English texts (Sutarsyah, 2013: 26). Thus, in line with the theory, the researcher want to know the students’ feeling
when they a reading strategy was implemented for the students in reading activity.
In addition, an open-ended questionnaire asked the students to give suggestion or opinion about the implementation of the technique.Thepercentage was used to analyze the answer of the questionnaire. The data was interpreted based on
the frequency of students’ answer. At the end of the questionnaire, an
open-ended questionnaire was also provided for the students to write about their comments on the technique which were not covered by the close-ended questionnaire.
The closequestions data from questionnaire were analyzed by calculating it in percentage using frequency base with following formula. The formula was described as follow:
P : percentage
Fo : number of students choosing certain option N : number of samples
The data from open-ended questions were analyzed qualitatively. They were transcribed and summarized based on the classification.
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given was in form of scale. In addition, the results of any research project depend on the appropriateness of the instrument or test items used to measure the variables (Hatch and Farhady, 1982: 243).
According to Hatch and Farhady (1982: 250- 251), validity is a degree matter of the results of the test. It indicates that validity is dependent on the use of the result. Moreover, the test in this case refers to the questionnaire given. This study applied Pearson correlation coefficient to calculate the validity of each item using SPSS 16.0 program. If there are some items that did not correlation
in any level of α then the questionnaire item should be revised.
3.5. Research Procedures
In collecting the data, the writer carried out the following procedures which could be described as follows:
1. Determining the research problems
The problem of the research was intendedto find out the difference students’ achievement before being taught through Get the Gist Strategy and after being taught through Get the Gist Strategy, to find out the improvement of the
students’ reading comprehension achievement through Get the Gist Strategy,
2. Determining the population and sample
The population of this research was the second grade of SMP Negeri 13 Bandar Lampung. The sample of this research was one class which wasgrade VIII H.
3. Selecting and determining the materials
The materials were based on the School Based Curriculum (KTSP) 2006 for the second grade. This researchfocused on recount text.
4. Administering Try-Out Test
The try-out test was administered in gradeVIII. Students were given reading test with 20items of multiple choices and 10 items of true false in 60 minutes. The test was done in order to measure the level of difficulty (LD) and discrimination power (DP) as well as find out the realibility and validity of the test.
5. Administering Pre-Test
Pre-test was administered to see the students’ basic reading comprehension before treatments. The test was administered in 45 minutes with 10 items of multiple choices reading test and 10 items of true false reading test.
6. Conducting the Treatments
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7. Administering Post-Test
Post-test was given at the end of treatments. The result of the post-test was compared with the result of the pre-test to find out whether there is the
imrovement of the students’ reading comprehension achievement through Get
the Gist Strategy.The test wasadministered in 45 minutes with 10 items of
multiple choices reading test and 10 items of true false reading test.
8. Administering the questionnaire
The questionnaire was administered in order to find out what problems are faced by the students in learning macro skills of reading comprehension in through Get the Gist Strategy. The questionnaire was also to know what facilititative factors in teachinglearning reading comprehension. The questionnaire consisted of 14 items.
9. Analyzing the result of the Test
All the data were gatheredby the average score (mean) of reading test and questionnaire was analyzed to draw the conclusion.
3.6. Scoring System of Reading Test
In scoring the students result of the test, Arikunto’s formula was used. The ideal higher score was 10. The scores of the pre-test and post-test were calculated by using formula as follows:
Multiple Choices:
S (MP) : The score of the test for multiple choices
S (T/F) : The score of the test for true false
R : The total of the right answer. n : The total items.
W : The total of the wrong answer (Arikunto, 1986).
3.7. Try out of the Research Instruments
A good test should meet four criteria: a good validity, reliability, level of difficulty and discrimination power.Therefore, the try-out of the test was carried to achieve the objectives.To investigate the students’ reading comprehension before and after they were given the treatment, the researcher administrated two kind of test achievement: pre-test and post-test for class. They were Multiple Choices (Heaton, 1991, p.116) and True False Reading test (Heaton, 1991, p. 113).
There were also some advantages and disadvantages of using a multiple choices test in conducting te research. The advantages of using this type of the test are as below:
1. It can be used not only to measure the students’ reading comprehension
achievement, but also can be used to measure their vocabulary and knowledge of gammatical structures (Heaton, 1991, p.116).
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each test without having the responsibility to explain the reason of why they choose one of these choices.
While, the disadvantages of using this type of the test are:
Almost all of ths type of the test tended to measure the students’ vocabulary and grammatical structures instead of testing their reading comprehension.
Sometimes, this type of the test cannot be used to measure the
students’reading comprehension since the students cannot explain their
reason of why they choose one of four answer choices of the test items.
There were also some advantages and disadvantages of using true false Reading test in measuring students’ reading comprehension. The advantages of using this type of the test were the scores which were obtained by the students show the real ability of the students in comprehending the ideas of the texts, if they did not copy their answers from one to another. Thus, because of the test consisted of items that only asked the students to choose either of the two answers: true or false. The test items do not ask them to explain their own answer in more detail. Besides, the scoring of such tests is faster than that of an essay (Heaton, 1991, p.113).
In according to having some advantages, The true false reading also has two main disadvantages; namely:
2. This type of the test often fails to discriminate between the real upper students and lower students, since almost of the students did not know the reasons why they chose the answer and also since the base score was 50 percent (=0 percent) and thus the average test difficulty generally in the region of 75 (=50 percent), unless the teacher writes a large amounts of true false test items (Heaton, 1991, p. 113).
The results of which was elaborated in the following sections.
3.7.1. Validity
The test was considered as the valid one if it measures the object to be measured and it is suitable for the criteria (Hatch and Farhady, 1982:250). According to the Hatch and Farhady (1982:281), there were two basic types of validity, that are content validity and construct validity. Therefore, to measure whether the test has a good validity, this research used content and construct validity.
3.7.1.1. Content Validity
Content validity was concerned with whether the test is sufficiently
representative and comprehensive for the test. According to Hatch and Farhady (1982:251), since content validity is the extent to which a test measures a representative sample of the subject meter, the focus of content validity was adequacy of the sample of the appearance of the test. Therefore, since the test instrument was conducted to get the data of the
students’ reading comprehension achievement, the content validity of the
