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THE EFFECT OF
USINGGENERATING INTERACTION BETWE SCHEMATA AND TEXT (GIST) STRATEGY TOWARD
STUDOREADING ABILITY AT SMA
N 4PARIAMAN
Rizka flusnar), Suharni, M. Pd') Yola Merina, S.S.rM. IIum3).
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ABSTRACT
This research based on the lack of readrng ability of the student in eleventh scientic at SMA N 4 Pariaman marked with the point that gotten by the researcher still low. In teaching and learning process, the use of strategy is essential in helping students understand the lesson, especially in leaming reading. One way that can be done by teachers such as implemented GIST strategy in teaching and leaming at science class of SMA N 4 Pariman. The purpose of this reasearch is to see the effect of using GIST strategy toward students' reading ability. This study is a quasi-experimental research with design cluster random samplin-u. The population of this research was the second semester students of
eleventh grade science with a population of 152 students. Selection of the samples was determined after conducting noimality and homogeneity tests, which was obtained two classes with the population
of students were 62. The instrument of this resarch was reading multiple choice and the used of
reading texts were narrative text and hortatory exposition text. The results of this research showed that the using of GIST strategy had given a significant effect on the studenb' reading ability than students who taught by conventional strategy- The average score that was obtained after applying the GIST strategy for eight meetings by experimentai class was 73.3. Whereas the average score that was obtained by the control class was 66.2. After hypothesis testing, so it was obtained Lalourated
)
tarre =(2,93> 2,000) with s.
:
0,05. Therefore, it ean be said that r'/o was rejected and Hl was accepted which mean the result of students' leaming by using GIST strategy better that using oonventional reading strategy in )O.IPA class of SMAN 4 Pariman.ABSTRAK
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan membaca anak di kelas sebelas IPA
di
SMA 4 Pariman yang ditandai dengan nilai yang diperoleh siswa masih rendah. Dalam proses belajar mengajar, pengguniurn strategi sangat penting dalam membantu murid dalam memahami pelalaran, terutama dalam pembelajaran membaca. Salah satu cara yang dapat dilakukan oleh guru seperti menerapkan GIST strategt dalam proses belajar mengajar dikelas sebelas IPAdi
SMA 4 Pariman. Tujuan penelitian ini adalah untuk melihat pengaruh dari peng'gunaan strategy GIST terhadap kemampuan membaca siswa. Penelitianini
merupakan jenis penelitian experimen-semu (grra,n expeimental reseatch) dengan ra[cangan penelitian chtster random sampling. Populasi dari penelitian ini adalah siswa semester 2 kelas sebelas IPA dengan jumlah populasi 152 siswa. Pemilihan sampel ditenarkan setelah melakukan uji normalitas dan homogenitas, yang mana didapat dua kelas dengan jumlah 62 siswa. Instrumen yang dipakai adalah reading multiple choice dan teks yang digunakan adalah narcative text dar' hortatory exqutsitir,m text. Hasil dari peaelitian mentrnjukan bahua') First advisor
3) Second advisor
am
-
STKIP PGRI West2 dibandingkan dengan siswa yang diajarkan dengan strategi konvensional. Nilai rata-rata yang diperoleh setelah menerapkan strategi GIST selama delapan kali pertemuan oleh kelas experimental adalah 73,3. Sedangkan nilai rata-rata yang diperoleh oleh kelas kontrol adalah 66,2. Setelah dilakukan uji hipotesis, maka diperoleh tcalculated > ttable =(2,93> 2,000) dengan αi=i0,05. Oleh karena itu dapat dikatakan H0ditolak dan H1diterima yang artinya hasil belajar siswa dengan menerapkan strategi GIST lebih baik dari hasil belajar dengan menggunakan strategi konventional dikelas XI.IPA SMA N 4 Pariman.
Key words: Effect, GIST Strategy,Readings’ Ability INTRODUCTION
The best way to get information is through reading. Reading is one of the significant needs in life, through reading many people can expand their knowledge. Not only expand the knowledge, but reading also becomes the best activity that can do by people anytime. In the school activity, reading becomes the main part in learning. For example, teacher asks their students to read some books before the teacher continue to explain the materials. In this process, the students must have a base of the material. If students do not read, they do not have preparation to study and the learning process will not be going on.
As stated in KTSP’s Curriculum (2006) for the Senior High School of eleven grade, the standard of reading competency is comprehend several types of the text that related to genre- based approach. In other word, the students must be able to comprehend several texts in reading. There are some texts that will be learned by the students at eleven grade of student like report text, narrative text, and analytical exposition text. The text that student learn need much understanding which in reading lesson, the important point is the students answer the question based on the text.
In this research, the writer used GIST strategy. According to Clark (2007:154) GIST strategy is to help students get the “GIST” of the science text in order to write a clear, concise summary in 20 words or less. In other hand, the writer used the procedure that addapted from Allen (2004:1), they are:
a. For modeling this strategy to the students, find a short paragraph that presents a concept, event, time period, description, problem, and sequential instructions.
b. Read the first sentence to the class, then ask students to work together to write a summary of the contents of the first sentence in fifteen words or less.
c. Write the group summary on the board.
Then, read the second sentence of the paragraph and ask students to write a summary of the first two sentences in fifteen words or less.
d. Write the group summary on the board and read the next one or two sentences in the paragraph. Continue until the paragraph is read and then ask students to write a summary of the entire paragraph in fifteen words or less.
e. After modeling the strategy, ask students to apply the strategy to a chapter of their textbook, article, that they are currently reading in class.
Beside that, GIST strategy also have advantage that support by Cunningham in Horton (2009:24), the advantages of using GIST Strategy is to help the students learn to synthesize information, a higher order thinking skill which includes analyzing information and identifying key concepts.
RESEARCH METHOD
In this research, the writer conducted this study as Quantitative research. The writer used experimental research as research design.
According Gay and Airasian (2000:368), an experimental research that can test hypotheses to establish cause and effect relationship. The writer used pretest-post test control group design, because the writer wanted to know the ability of the students before and after giving the treatment. Then, the treatment gave in eight meetings which the total of population was two classes (XI.IPA4 and XI.IPA5). In this research, the writer used cluster sampling to determine
the experimental class based on normality and homogeneity class.
The instrument of this research was reading test where the tryout consists of 50 items multiple choices. After that, the writer analyzed the validity (item difficulities, item discrimination) and reliability. Thus, the writer analyzed the data and did hypothesis testing based on Gay and Airasian (2000:473).
FINDINGS AND DISCUSSION
The result of this study showed that, the mean score for experimental class which was taught by using GIST Strategy toward student’s reading ability at SMA N 4 Pariaman was 73,3 with standard deviation 9,5 and also the mean score for the control class that was taught by using conventional reading technique was 66,2 with standard deviation 10,64. After that, the writer did hypotesis testing with the standard deviation for both class were 10,1 and the result of t-test was 2,93. The last, the writer found that t-calculated (2,9) was higher that t-table (2,000) at level of significance 0,05. Therefore, it can be concluded that there was positive effect of using GIST strategy toward students’ reading ability. The writer also found some students were tought by using GIST strategy had good ability, because in GIST strategy the student focused on finding the main idea of the text. In focusing the main idea, the students could build interaction with others.
This research was same with Joharis’
research that discuss about using GIST strategy and motivation on students’ reading comprehension where in using GIST strategy, the student had good comprehension. Thus, in this research also get the same achievement in reading ability of student through GIST strategy.
CONCLUSION
The writer conclude that teaching reading by using GIST strategy gave the view effect for the students’ reading ability at eleven grades. It can be seen from the result of post-test where the mean score of experimental class was not too different than control class. In other side, tcalculated (2,93) was higher than t table (2,000) with level significance (0,05). It explained that,
GIST strategy that was used by researcher at SMA N 4 Pariman in eleventh scientist grade of student gave good achievement for student.
SUGGESTION
For the next researchers should be able to use this strategy is better than the writer that have used this strategy. The next researchers can continue this research with another theme like analyze the effectiveness in applying GIST strategy. The next researchers should find the teacher who applied this strategy, where it can help them in analyzing the data. In addition, the writer hopes that the reader who reads this thesis can give appreciation in running GIST strategy be better.
ACKNOWLEDGEMENTS
The writer expresses the gratitude for the advisors; Suharni, M.Pd., and Yola Merina, S.S.
M.Hum., who have guided the writer in doing the research. And also thank to the headmaster of SMA N 4 Pariaman Drs. Ali Zarman, M.M.
and the teacher of SMA 4 Pariaman Mitra Fitria, S.Pd., who has give the research permission to did the research.
REFERENCES
Allen, Janet. 2004. Tool for Teaching Content Literacy. Portland: Oxford University Press, Inc.
Clark, Sarah Kartchner. 2007. Writing Strategies for Science. Huntinton Beach:
Corinne Burton publisher.
Gay, L. R. and Peter, Airasian. 2000.
Educational Research Competences for Analysis and Application. New Jersey:
Prentice Hall Company.
Horton, Elizabeth A. 2009. “ TheEffects of the Modified Gist Strategy On The Reading Comprehension Of English Language Learners With Disabilities” . Dissertation. George Mason University.
Johari, Indra and Mukhaiyar, Yeni Rozimela.
2013. “The Effect of Generating Interaction between Schemata and Text (Gist) Strategy and Motivation on
3
Students’ Reading Comprehension of Hortatory Exposition Text at SMA 3 Padang”. Journal English Language Teaching. Padang: State University of Padang.
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