THE EFFECT OF USING GENERATING INTERACTION
BETWEEN SCHEMATA AND TEXT (GIST) STRATEGY
ON STUDENTS’ READING COMPREHENSION
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
MELVA Y. SIHOMBING
Registration Number. 2103321021
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
Expect where appropriately acknowledge, of this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan, Novembeer 2014
The writer,
i
ABSTRACT
Sihombing, Melva Y. 2103321021. The Effect of Using Generating Interaction between Schemata and Text (GIST) Strategy on Students’ Reading Comprehension. A Thesis. English Department. Faculty of Languages and Arts. States University of Medan. 2014.
This study was aimed at finding out the effect of using Generating Interaction between Schemata and Text (GIST) Strategy on students reading comprehension. This study used the experimental design. The population of this study was the eighth grade students of SMP Negeri 2 Porsea. There were sixty students as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by using Generating Interaction between Schemata and Text (GIST) Strategy while control group was taught without using Generating Interaction between Schemata and Text (GIST) Strategy. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-20) formula. The calculation shows that reliability was 0.81 (high to very high). The data were analyzed by using t-test. The calculation shows that t-observed (4.00) is higher than t-table (2.00) at the level of significance (α) 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 by using Generating Interaction between Schemata and Text (GIST) Strategy significantly affect reading comprehension.
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ACKNOWLEDGEMENT
First of all the writer would like to express her praises to the Almighty
God, Jesus Christ, for the love and blessing so the writer has finally completed
this thesis. This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan of English Department, Faculty of Languages and Arts, State
University of Medan.
During the process of writing, the writers realizes that she cannot
accomplish without God blessing and supporting from many people, therefore the
writer would like to express her sincere gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Dra. Masitowarni Siregar, M.Ed., the Head of English
Education Program, and all Lecturers.
4. Prof. Dr. Berlin Sibarani, M.Pd., the Thesis Supervisor.
5. Dra. Sri Juriati Ownie, M.A., Drs. Willem Saragih, Dipl. Appl., M.Pd.,
Dra. Yunita Agnes Sianipar, M.Hum., her Reviewers.
6. Mam Euis, as the administration staff of English Department.
7. Mananti Simanjuntak, S.T., the Headmaster of SMP N 2 Porsea, and also
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8. Her beloved parents, Halasan Sihombing, S.H. and Tomu Sirait, S.Pd., for
their endless love, motivation, patience, prayers, mental and financial
supports.
9. Her beloved brother and sister, Hardiman Sihombing, S.STp, Dwita
Sihombing, and Jeremia Sihombing thanks for their support, prayers,
motivation and care.
10. Her special friend Well Francius Sianturi, S.Pd,. thanks for motivation,
love, prayers, and support.
11. Her beloved friend students of English Department and her classmate Ext
A ’10, Novalia, Putri, Soraya, Rinda, Siti, Handika, Puput, Handika,
Rafiqa, Dahliana, Hana, and Vivi and
12. My Friend in Kost 41 Desiana, Sentina, Irene, Roeng, Fery, Indra, Moses,
and Sam, and My friends from Kost 5A Lerin, Jojor, Ka Norlin, Bg
Hendri, Bg Wirsan, Ka Lisa, Ka Kristina, Christin PA, Bitara, Jeje.
The writer hopes this thesis will be useful for those who read it, especially
for the students of English Department.
Medan, Januari 2015
Melva Y. Sihombing
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E. The Significance of the Study ... 6
CHAPTER II REVIEW OF LITERATURE ... 8
A. Theoritical Framework ... 8
1. Reading Comprehension ... 8
a. The Concept of Reading Comprehension... 8
b. The Elements of Reading Comprehension ... 10
c. The Purpose of Reading ... 12
d. Levels of Reading Comprehension ... 14
e. Models of Reading Comprehension Process ... 17
2. Generating Interaction between Schemata and Text (GIST) Strategy ... 19
a. The Concept of Generating Interaction between Schemata and Text (GIST) Strategy ... 19
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c. The Benefits of Generating Interaction between Schemata and
Text (GIST) Strategy ... 23
3. Conventional Method ... 23
B. Conceptual Framework ... 25
C. Hypothesis ... 26
CHAPTER III RESEARCH METHODOLOGY ... 27
A. Research Design ... 27
B. Population and Sample ... 27
C. The Instruments for Collecting Data ... 28
D. Scoring the Test ... 28
E. The Procedure of Research ... 29
F. The Validity and Reliability of the Test ... 32
G. The Technique for Analyzing the Data ... 34
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDING ... 35
A. The Data ... 35
B. Data Analysis ... 36
1. Reliability of the Test ... 36
2. Data Analysis by Using t-test Formula ... 37
C. Testing Hypothesis ... 38
D. Research Finding ... 39
E. Discussion ... 40
CHAPTER V CONCLUSION AND SUGGESTIONS ... 42
A. Conclusion ... 42
B. Suggestion ... 42
REFERENCES ... 43
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LIST OF TABLES
Page
Table 1.1 The English Score of Eighth Grade Students of SMP N 2 Porsea .. 4
Table 3.1 The Research Design ... 27
Table 3.2 Teaching Procedure in Experimental Group ... 29
Table 3.3 Teaching Procedure in Control Group ... 30
Table 3.4 Table of Specification ... 31
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LIST OF APPENDICES
page Appendix A The Score of Pre Test and Post Test by the Students of
Experimental Group ... 44
Appendix B The Score of Pre Test and Post Test by the Students of Control Group ... 45
Appendix C The Calculation of Reliability... 46
Appendix D The The Calculation of t-test for Experimental Group and Control Group ... 49
Appendix E The Percentage Points of The T Distribution ... 52
Appendix F Reading Comprehension Test ... 53
Appendix G Answer Key ... 58
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is one of the most important things in communication and it is
used as a tool of communication among nations all over the world. As an
international language, English is very important and has many interrelationships
with various aspects of life owned by human being. In Indonesia, English
considered as the first foreign language and taught formally from elementary
school up to the university level.
In English, there are four language skills that should be mastered, they are:
listening, speaking, reading, and writing. The reading skill became very important
in the education field, students need to be exercised and trained in order to have a
good reading skill. Reading is also something crucial and indispensable for the
students because the success of their study depends on the greater part of their
ability to read. If their reading skill is poor they are very likely to fail in their
study or at least they will have difficulty in making progress. On the other hand, if
they have a good ability in reading, they will have a better chance to succeed in
their study.
According to Grabe and Stoller (2002:4), reading can be taught of as a
way to draw information from a text and to form an interpretation of that
information. It brings reading as one of many ways to recognize everything
happened in the world. They also explain that without reading, the oppurtunities
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interest in reading information and try to develope as much as reading interest is
increased to. People are posible to use some reading strategies to make them
fluent and interested in reading.
Reading is a very complex skill and for this reason it is not surprising to
find that some children encounter difficulties in learning to read (Westwood
2001:25). So, the students require an active interaction with the text. The students
glean the information from the text and what they have already known. It means
that the students link to their experience or background knowledge. In addition,
Meyer and Ray (2011) state that reading comprehension involves actively
constructing new understandings by building relationships among the parts of text
and between the text and one's pre-existing knowledge.
Reading is one of the skill which are important in developing students’
knowledge. Moreover, reading is one skill that is tested in national examination.
Students are expected to be able to comprehend the meaning of both interpersonal
and transactional written text formally and informally in the forms of recount,
narrative, procedure, descriptive, and report in daily life context. Even in the
National Examination which was conducted for the third level of Senior High
School, almost about 75% of the test are reading test.
In teaching learning English as the the foreign language, reading
comprehension is difficut for the students. In general, some people realize that
there are internal and external factors. Internal factors come from the students
themselves. It deals with the readers’ interest, vocabulary mastery, and life
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and the teaching learning technique. The teacher must choose the suitable
technique of teaching reading. Nowadayas, in teaching reading, usually the
teacher orients to the students’ vocabulary and pronunciation. She teaches them
by asking students to read a text and repeat the reading if the pronunciation is
false. This activity does not give any oppurtunities to comprehend a text or it
cannot give contribution to make the students read a text effectively; therefore
students cannot improve their reading comrehension and be passive in teaching
learning process.
In reading skill, students are expected to get knowledge and understand
about the context that has explained in the text. Students do not only read the text,
but also understand the information from the text that they read. The purpose of
reading comprehension is to get some skills in understanding the text. So, it is
useless if we do not have reading comprehension because it involves the
competence to find some information in reading text.
The reading comprehension problem which is affected by students
themselves can be seen from the students’ view about reading comprehension
class. While doing teaching practice in SMA N 1 Balige, the writer asked the
students’ opinion about reading class. They said that reading class is boring
activity. They must translate the difficult words in to Indonesian in order to
understand the text.
And the reading comprehension problem which is affected by teacher can
be seen from the way of teacher who uses the conventional method. The writer
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SMA N 1 Balige. The teacher asked the students to read the passage then, find out
the difficult words and translate it into Indonesian language. After that, the teacher
asked the students to answer the question related to the passage.
The problems of the students in comprehending a text also happen in SMP
N 2 Porsea. Based on the researcher observation at SMP N 2 Porsea, the
Minimum Competence Criteria (Kriteria Ketuntasan Minimum) is 68. The data
was taken from the students’ score in mid semester examination academic year
2013/2014. From 57 students, there were only 28 students got score of Minimum
Competence Criteria and 29 students who did not get score of Minimum
Competence Criteria. The mean of students’ score is 55.70 where it is below of
Minimum Competence Criteria. It can be seen as follows.
Table 1.1 The English Score of Eighth Grade Students of SMP N 2 Porsea
Score Students Percentage Mean
≥ 68 28 49,12
55,7
< 68 29 50,87
The using of conventional method in teaching reading class makes the
students feel bored, they have low motivation and have no interest in reading a
text. Students who are not interest in reading can’t gain information and improve
their knowledge. In other hand, people especially students are expected to increase
their interest in reading and try to develop their reading comprehension. Reading
comprehension can developed when reading interest increase too.
Considering the condition above, the writer is interested in applying
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reading comprehension. Generating Interaction between Schemata and Text
(GIST) Strategy is an intuitive strategy to restrict students’ summaries to 15
blanks. Students are compelled to summarize a small passage into one sentence
containing the main gist of the section by using their own words. They must
delete the unimportant from the passage. It helps students to organize and concise
summarize of the text.
The strength of Generating Interaction between Schemata and Text (GIST)
Strategy was proven by Mayasari (2012) who conducted a research in SMK Satria
Dharma Perbaungan. It was found that this strategy has significant effect in
reading comprehension in narrative text than teaching reading comprehension
without applying Generating Interaction between Schemata and Text (GIST)
Strategy. The same result of applying Generating Interaction between Schemata
and Text (GIST) Strategy is also found by Adnyani (2010) who conducted a
research in English Education Departmen Students of Undiksha Singaraja. It was
found that Generating Interaction between Schemata and Text (GIST) Strategy
gave better contribution to reading comprehension than the conventional reading
technique.
Based on the explanation above, the writer is interested in conducting a
research on the effect of Generating Interaction between Schemata and Text
(GIST) Strategy on students’ reading comprehension.
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B. The Problem of the Study
Based on the background of the study, the research problem is formulated
as follows: “Is there any significant effect of using Generating Interaction between
Schemata and Text (GIST) Strategy on students’reading comprehension?”
C. The Objectives of the Study
In relation to the problem, the objective of the study is to find out the
significant effect of Generating Interaction between Schemata and Text (GIST)
Strategy in teaching learning process on the students’ achievement in reading
comprehension.
D. The Scope of the Study
This study focuses on the Generating Interaction between Schemata and
Text (GIST) Strategy to improve students’ reading comprehension in the level of
literal and interpretative comprehension.
E. The Significance of the study
The findings of the study are expected to have importance both
theoretically and practically in reading comprehension.
1. Theoretically, the findings of this study are expected to enhance the
theories of reading comprehension.
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a. The teachers to apply this teaching strategy to improve their students’
reading comprehension.
b. The students to improve and increase their reading comprehension by
adapting this Generating Interaction between Schemata and Text
(GIST) Strategy.
c. The readers to broaden and update their knowledge and understanding
about how to improve reading skill and as a reference for those who
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research finding, the researcher concludes that there is a
significant effect of applying Generating Interaction between Schemata and Text
(GIST) Strategy on students’ reading comprehension, since students taught by
applying Generating Interaction between Schemata and Text (GIST) Strategy
(tobserve = 4.00) is higher than without applying Generating Interaction between
Schemata and Text (GIST) Strategy (ttable = 2.00). Therefore, alternative
hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. This is supported
by the data analysis results in which the tobserve > ttable (4.00 > 2.00) at the
significant level of 0.05.
B. Suggestions
Based on the conclusion above, the researcher suggests that:
1. Teachers should apply Generating Interaction between Schemata and Text
(GIST) Strategy in their teaching learning process by focusing on
involving students’ prior knowledge, synthesizing and generalizing
cognitive operation by arranging or organizing the important information
to be the summary statement of a text.
2. Students should apply Generating Interaction between Schemata and Text
(GIST) Strategy in reading comprehension because it can help students in
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their prior knowledge, synthesizing and generalizing cognitive operation
by arranging or organizing the important information to be the summary
statement of a text .
3. The researchers who are interested in doing a research related to the study
should apply Generating Interaction between Schemata and Text (GIST)
Strategy on different level of learners through different genre to prove the
effectiveness of Generating Interaction between Schemata and Text
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REFERENCES
Ajideh, Parviz. 2003. Schema Theory-Based Pre-Reading Tasks: A Neglected Essentialin the Esl Reading Class. Journal of Education Vol.3. No.1.
Alexander, J. Estill. 1989. Teaching Reading. Boston: Scott, Foresman and Company.
Best, J.W. 2002. Research in Education. New York: Prentice-hall.
Bouchard, Margareth. 2005. Comprehension Strategies for English language Learner. USA: Scholastic, Inc.
Brown, H. Doughlas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Ed. New Jersey: Longman.
Burns, et al. 1984. Teaching Reading in Today’s Elementary School 3rd Ed. Boston: Haughton Mifflin Company.
Caldwell, J. Schudt. 2008. Reading Assessment: A primer for Teachers and Coaches (2nd edition). New York: The Guilford Press
Grabe, William and Stoller, L.Fredericka. 2002. Teaching and Researching Reading. England: Pearson Education.
Hui, Li. 2007. Models of Reading Comprehension. International Electric Journal Vol. 13. No. 2.
Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Guilford Press.
Mathirajan et. al. 2006. Management Research Methodology. New Delhi: Dorling Kindersley, Ltd
McKnight, Katherine S. 2010. The Teacher’s Big Book of Graphic Organizers: 100 Reproducible Organizers that Help Kids with Reading, Writing, and the Content Areas. San Francisco: Jossey-Bass.
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Pardiyono. 2007. Pasti Bisa Teaching Genre-Based Writing. Yogyakarta: Andi Offset.
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Schuder, T., Clewell, S., & Jackson, N. (1989). Getting the Gist of Expository Text Children’s comprehension of text. Newark Del.: International Reading Association
Situmorang, Dina. 2012. The Effect of Generating Interaction between Schemata
and Text (GIST) Strategy on Students’ Reading Comprehension. Medan:
Universitas Negeri Medan.
Snow, Catherine E. 2002. Reading For Understanding: Toward A Research And Development Program In Reading Comprehension. Santa Monica: RAND.
T. Linse, Caroline, and Nunan, David. 2005. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, Inc.
Westwood, Peter. 2001. Reading and Learning Difficuties: Approaches To Teaching and Assessment. Victoria: Acer Press.
BIOGRAPHY
Melva Y. Sihombing was born in Narumonda on June 21th 1993. He is 21
years old. She is Indonesian and a Christian. People around him usually call her
Melva. His father is Halasan Sihombing and his mother is Tomu Sirait. Her
parents live in Porsea. She has an eldest brother, Hardiman Sihombing, younger
brother, Jeremia Sihombing, and the only sister, Dwita Sihombing. She has an
email, it is yunitamelva@ymail.com
Her formal education was started from 1998–2004 in primary school; it
was SD Negeri 173633 Porsea. Next, from 2004–2007, She continued her
education to SMP Swasta Bonapasogit Sejahtera. After that, She finished his
Senior High School in SMA Swasta Bintang Timur 1 Balige from 2007–2010.
Then, in 2010–2014, She graduated from English Education Department in State
University of Medan.
Medan, Januari 2015
The writer,
Melva Y. Sihombing Nim: 2103121021
