THE EFFECT OF GIST
(GENERATING INTERACTION BETWEEN
SCHEMATA AND TEXT) STRATEGY
ON STUDENTS’
ACHIEVEMENT IN READING
NARRATIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By:
WIDYA ASTUTI
Registration Number 2111521015
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ABSTRACT
Astuti, Widya, 2111521015, The Effect of GIST (Generating Interaction between Schemata and Text) Strategy on Students’ Achievement in Reading Narrative Text. A Thesis, English Department. Faculty of Language and Art. States University of Medan. 2016
This study is intended to find out the effect of GIST (Generating Interaction between Schemata and Text) strategy on students’ achievement in reading narrative text. This study used experimental design. The population of this research was the eighth students of SMP Negeri 6 Tanjungbalai with 60 students as samples were divided into two groups, namely experimental and control group. The experimental was taught by using GIST strategy, while the control group was taught without GIST strategy. The instrument of collecting the data was multiple choice test which consist of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR21) formula. The calculation shows the reliability is 0.98 (very high). The data were analyzed by using t-test. The calculation shows that t-observed (5.70) is higher than t-table (1.67) at the level of significance 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension in narrative text by using GIST (Generating Interaction Between schemata and Text) strategy has more significant effect than teaching reading comprehension in narrative text without GIST strategy.
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ACKNOWLEDGMENT
First of all, the writer would like to express deepest gratitude to Allah SWT,
uncountable blessing, loves, opportunity and strength given to the writer during
her study and in completing this thesis which entitled: The effect of GIST
(Generating Interaction between Schemata and Text) strategy on students’
achievement in reading narrative text. This thesis is aimed to fulfill one of the
requirements for the degree of Sarjana Pendidikan of the English Department,
Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department Dra. Meisuri, MA the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English
Education Study Program.
Dra. Tjut Ernidawati, M.Pd. and Neni Afrida Sari Hrp. S.Pd.,
M.Hum., Writer’s Thesis Advisors, who have given their advices, and
spent their precious time in the process of completing this thesis.
Prof. Dr. Lince Sihombing, M.Pd., Academic Advisor, who has
supported her throughout academic years also as Reviewer and
Examiner, who has given his precious time, guidance and suggestions.
Dr. Rahmad Husein, M.Ed., Juli Rachmadani Hasibuan, S.S.,
M.Hum., and Tiarnita Maria Sarjani Siregar, M.Hum., Reviewer
and Examiner, who have given his precious time, guidance, suggestions,
All the Lecturers of English Department who have taught, guided,
and advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd and Pak Pantes, the administration staff of English Department, for their assistance, and information.
Tauraja Turnip, S.Pd., the Headmaster of SMP N 6 Tanjungbalai, for
her permission and opportunities in allowing the writer to do the
research.
Efendi Arifin, S.Pd., the English Teacher of SMP N 6 Tanjungbalai, for
the guidance and suggestions in the process of completing this thesis.
Beloved parents, Supyandi and Nurleli, who have patiently given
always there in the ups and down and for the togetherness and amazing
Extension A 2011 Family, her great class for the love and togetherness
throughout four years.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments, critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan, Februari 2016
The Writer,
Widya Astuti
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TABLE OF CONTENT
PAGE
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENT ... iv
LIST OF TABLE ... vii
LIST OF APPENDICES ... viii
CHAPTER I: INTRODUCTION A. The Background of the Study ... 1
B. The Problem of the Study ... 4
C. The Objective of the Study ... 4
D. The Scope of the Study ... 4
E. The Significance of the Study ... 5
CHAPTER II: REVIEW OF LITERATURE A. Theoretical Framework ... 6
1. Reading ... 6
a. Achievement ... 8
b. Students Reading Achievement ... 9
c. Genre ... 10
d. Narrative Text ... 11
3. GIST Strategy ... 15
a. The Definition of GIST ... 15
b. The Purpose of GIST ... 17
c. The Steps of GIST ... 18
d. The Advantages and Disadvantages of GIST strategy ... 20
e. The Application of GIST Strategy on Teaching Narrative Text . 21 B. Conceptual Framework ... 24
C. Hypothesis ... 25
CHAPTER III : RESEARCH METHOD A. Research Design ... 26
B. Population and Sample ... 27
C. Instrument of Collecting Data ... 27
D. The Teaching Procedure ... 27
1. Pre-test ... 25
2. Treatment ... 26
3. Post-test ... 32
E. Validity and Reliability of the Test ... 32
1. Validity of the Test ... 33
2. Reliability of the Test... 33
F. Scoring the Test ... 34
E. Technique of Analyzing Data ... 34
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CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS
A. Data ... 36
B. Testing Reliability ... 37
C. Data Analysis ... 38
D. Testing Hypothesis ... 40
E. Research Findings ... 41
F. Discussion ... 41
CHAPTER V: CONCLUSION AND SUGGESTIONS A. CONCLUSION ... 43
B. SUGGESTIONS ... 43
REFERENCES ... 44
LIST OF TABLE
Table 2.1 The Application of GIST Strategy on Reading Narrative Text ... 22
Table 3.1 Research Design ... 25
Table 3.2 The Activities of Teacher and Students in Experimental
Group by using GIST strategy ... 27
Table 3.3 Table 3.3 The activities of Teacher and Students
viii
LIST OF APPENDICES
APPENDIX A The score pre-test and post-test by the students of
experimental group... 45
APPENDIX B The score of pre-test and post-test by the student of control group ... 46
APPENDIX C The Reliability of The Test ... 47
APPENDIX D The Calculation of the T-test ... 49
APPENDIX E Table of T Distribution ... 52
APPENDIX F Lesson Plan of Experimental Group ... 53
APPENDIX G Lesson Plan of Control Group ... 69
APPENDIX H Multiple choice ... 82
APPENDIX I Answer key ... 91
CHAPTER I INTRODUCTION
A. The Background of The Study
English is very important in the era of globalization. It is not only as an
international language but also as a second language that is used in many
countries. As a social human who always interact each other, we really need
English and have to know how to use it. For example: in order to fulfill the needs
of requirement in workforce, we need it to get information, to communicate, to
compete and to defend.
In the end of 2015 we will face MEA (Asean Economic Society) that will
contribute big challenge and competitions in applying jobs. MEA is the realization
of the region’s end goal of economic integration. It envisions Asean as a single
market and production base, a highly competitive region, with equitable economic
development, and fully integrated into the global economy. It absolutely requires
people with great ability, especially in communication. The way on how appears
with good communication only could be approached if the speaker is qualified
enough in using English. This is because of all the interaction and communication
process must be in English.
For Indonesian, English is a foreign language which is taught and learnt
at school, from primary until university level. One of the most important skills in
learning language is reading. Reading is a language process which requires the
understanding of written language. The reading process is a dynamic one,
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Thorndike in Heilman (1981: 238) states that reading of a paragraph involved the
same sort of organization and analysis as does thinking. It includes learning,
reflection, judgment, analysis, synthesis, problem-solving behavior, selection,
inference, organization, comparison of data, determination of relationship and
critical evaluation of what is read. It also includes attention, association,
abstraction, generalization, comprehension, concentration and deduction.
Students at Junior high school are expected to comprehend some types of
text in reading. One of the genre that is taught is narrative. Pardiyono (2010:93)
states that narrative is the text which is to amuse or entertain and also to give
moral lesson which containing problematic experiences and resolution.
School-based curriculum 2006 states students at junior high school have to comprehend
this kind of text. That’s why it is important to make sure that students at this level
are good in comprehending narrative text.
Based on the writer’s experiences observing students’ ability in reading
comprehension at SMPN 6 Tanjungbalai, when students learn English as a foreign
language, they have found some difficulties. Most of the students faced same
difficulties in reading comprehension. When they are given the reading material,
they just read it but they even do not understand what the text is about. These
conditions may be caused by having no attention, no good grammatical
knowledge or no logical thinking, so that they have no good comprehension of the
text given. They just have to translate the text and answer for some questions but
they don’t grasp the main idea of the text. Finally, they have no interest in
3
In teaching reading, the teachers do not only have to find the best
strategy to solve students’ problem in reading comprehension but also construct
the way on how students have motivation and interest in reading so that they can
approach good or even high point in study. In this case, in order to help students
to comprehend the text and make the process of reading be more interesting,
applying GIST (Generating Interaction between Schemata and Text) is chosen.
Cunningham (1982) states that GIST is an acronym for Generating Interaction
between Schemata and Text. It is summarizing strategy that is appropriate for both
narrative and exposition text. This activity helps teacher and students to
synthesize information, a higher level order thinking skill which includes
analyzing information and identifying key concepts. It is the process when
students activate the schemata on the text; they construct new insight from their
background knowledge to comprehend the text.
Anderson (1998) states that “reader comprehends a message when he is
able to bring to mind a schema that gives account of the objects and events
described in the message”. It means that background knowledge and experiences
are used in making sense to comprehend the text. By applying this strategy, the
students can get better comprehension and motivation in reading. They are going
to practice to organize idea, get main point and summarize the text given which
are as the process of GIST strategy. The summarization goes into one sentence
containing the main of the section.
Richardson & Morgan (2000) state that when students using GIST
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their own word, which are three major strategies necessary for comprehension.
This strategy also helps students to use prediction as a comprehension aid when
reading a text. The ability to predict what text tells about is based on prior
knowledge.
Based on that explanation, the research focuses on describing the effect
of GIST strategy on students’ achievement in reading narrative text.
B. The Problem of the Study
The problem of the study is formulated as follows: “is there any
significant effect of GIST (Generating Interaction between Schemata and Text)
strategy on students’ achievement in reading narrative text?”
C. The Objective of the Study
In relation to the problem, the objective of the study is to find out
whether GIST (Generating Interaction between Schemata and Text) strategy
significantly affects students’ achievement in reading narrative text.
D. The Scope of the Study
There are many strategies in teaching reading comprehension. But this
study is limited only the contribution of GIST strategy on students’ achievement
5
E. The Significance of The Study
The result of this study is expected to contribute either the theories or
practices for:
1. Theoretically
a. It is useful for English learners to add new information toward the way
to improve reading achievement in narrative text
b. It is useful for English teachers to find a new theory to increase
students’ interest, motivation and skills in reading
2. Practically:
a. It is useful for English learners to improve their reading achievement
in narrative text by applying GIST strategy
b. It is useful for English teachers to apply GIST strategy to improve
students’ achievement in reading narrative text
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. CONCLUSION
After analyzing the data, it is concluded that the use of GIST (Generating
Interaction Between Schemata and Text) affects students’ achievement in
comprehending narrative text, since the t-test > t-table, tobs > ttable (p=0.05) with
df 58, or 5.70 > 1.67 (p=0.05) with df 58. The use of GIST strategy in teaching
reading narrative text enables students to get high achievement in comprehending
the narrative text. It means the null hypothesis (HO) is rejected and alternative
hypothesis (Ha) is accepted.
B. SUGGESTIONS
Based on the result of the study, the researcher gives some suggestion; the
first, The English teacher can apply GIST strategy in teaching reading
comprehension both narrative and exposition text. Teacher can more easily
organize and plan the strategy instructions to teach English and make students be
more interesting and enjoyable in learning English, especially learning English
reading comprehension in reading narrative text. The second, the students are
expected to use GIST strategy by themselves to encourage their confidence in
order to improve their achievement in comprehending narrative text. The last, the
researchers should try to use GIST strategy to prove the effectiveness in teaching
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BIOGRAPHY
Widya Astuti was born in Sei Apung, October 14th 1993. She is Indonesian
and a Moslem. People around her usually call her Widya. She is the first child in
her family. Her father is Sufyandi and Her mother is Nurleli. She has two sisters:
they are Lestari and Bella.
Her formal education started from 1990-2005 in primary school; SD N
010006 Sei Apung. Then from 2005-2008 in MTSn Tanjungbalai. After that, she
continued to study in vocational high school; SMK N Tanjungbalai from
2008-2011. Then, in 2011, she took English Education as her major at Faculty of
Language and Art, State University of Medan and she accomplished her degree of
Sarjana Pendidikan in 2016.
Medan, February 2016
Widya Astuti
