29
THE USE OF COMBINING GENERATING INTERACTION
BETWEEN SCHEMATA AND TEXT (GIST) AND READING SHORT STORY (RSS) STRATEGY IN READING COMPREHENSION
AT THE FIRST GRADE OF SMK LPP UMI MAKASSAR
Muharliana, Nur Aeni Kasim, Nurfitriyah Halim
1STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
ABSTRACT
The objective of the research is to find out the effectiveness of combining GIST and RSS strategy in teaching students’ reading comprehension on recount text. This research used pre-experimental method.
The population of this research was the first-grade of SMK LPP UMI Makassar. The sample was 15 students and used total sampling technique. In collecting data, the researcher used written test. The assessment was focused on students’ reading comprehension on recount text. The result showed that the mean score of post-test was higher than the mean score of pre-test (82.67>44.33) and the T-test value was greater than the T-table value (14.47>2.144) at the 0.05 significant level. Based on the results of data analysis, it can be concluded that by combining GIST and RSS strategy can increase students’
reading comprehension especially recount text of SMK LPP UMI Makassar. KEYWORDS: GIST, RSS Strategy, Reading Comprehension, Recount text.
INTRODUCTION
English is very important in our daily life. English is the language used for international communication. So, people need to learn English. Therefore, English is one of the subjects that is taught from elementary school up to university and examined in the national examination to determine the students’ graduation.
In the teaching and learning process of English in Senior High School, four macro skills are taught to the students, namely: speaking, listening, writing, and reading. Among four skills of language, the reading skill is important as the most crucial one. According to Murdibjono in Rahmawati (2011:2), there are three important reasons why reading needs to be learned. Firstly, reading many texts might help students master other skills. It will be a good model for listening, speaking, or writing. Secondly, it can also increase the students' vocabulary size from the reading text and make them familiar with the grammar usage which also helps their language acquisition. Thirdly, reading an interesting reading text might stimulate students to learn much. Murdibjono in Rahmawati (2011:2) also states that students might not need to speak or write something in English most of the time, but reading seems to be the unavoidable thing in this real situation. Unfortunately, what happens in the real situation is different. Mostly, the students have difficulties in reading.
There are some problems faced by the students in reading comprehension, such as poor understanding of the language structure lack of vocabulary, and pronunciation. Those problems become barriers to comprehending the text. As suggested by Djiwandono (2009:21), reading whether it is in the mother tongue or target language certainly needs some strategies which help the reader to obtain information from the text efficiently. Also, as cited by Cohen in Songsiengchai (2010:4), reading strategies are mental processes that
30 the reader consciously chooses to use in accomplishing reading tasks. It implies that reading strategies have an important role in reading for obtaining better comprehension. In addition, the necessity of reading strategy is really important. Oxford (1990:11) stated that developing communicative competence strategies are important especially for language learners because they are like a tool that is so essential. The appropriate strategies will make their ability increase.
Based on the data from the experience of Magang III in SMK LPP UMI Makassar from august until September 2021, which was found the researcher, the reading comprehension of students' second class in reading was still low. It happened because of some reason. Most of the students did not have enthusiasm for joining the reading class.
They also had low motivation when the teacher asked them to read the text related to the materials. These conditions happened because the student found difficulties in understanding the content of the text. Most of the students were seen as passive in joining the lesson. It seemed to be the teacher couldn't guide students in reading class.
Bonnie in Rahmawati (2020), stated that the GIST strategy is a strategy that can be used to improve students` abilities to comprehend the gist or main ideas of paragraphs by providing a prescription for answering the 5W and H questions and then summarizing the passage or by reading and summarizing from sentence to paragraphs to the entire passage.
This strategy will be useful to identify or generate the main ideas, connect the central ideas, eliminate redundant and unnecessary information, help students remember what they read, and record a summary of the material they just read. The goal of the GIST strategy is for students to list the main points of a passage and then to use it as an outline to write a summary statement allowing students to put concepts into their own words.
Furthermore, there are many ways to learn writing skills. one of them is we can use the short story as media that can help us to easier to learn the reading skill. A short story is a story, usually about imaginary events that are short enough to be read from beginning to end without stopping. The short story is an imaginary of the event or something written like fable to entertain with the small durations. Teaching-learning will be interesting and challenging if the teacher can make the class action. From the short story, the students not only can search for theme, character, and setting but also the students can write a short story based on their ideas.
Based on the explanation above, the researcher would like to conduct the research with the title "The Use of Combining Generating Interaction Between Schemata and Text (GIST) and Reading Short Story (RSS) Strategy in Reading Comprehension at the First Grade of SMK LPP UMI Makassar”.
METHOD
This method used in this research was a pre-experimental design with one group of pre-test and post-test designs. The variable of this research consisted of independent and dependent variables. The independent variable in this research was combining GIST and RSS Strategy. The dependent variable in this research was the students’ reading comprehension in recount text.
The population of this research was the first-grade students of SMK LPP UMI Makassar. The first grade consists of one class 15 students majoring in computer network engineering, automotive engineering, and electrical in the English class. Total sampling was used by the researcher in this research because there was only one class. The goal of this method is to generate a sample that can logically be considered representative of the population. Therefore, the total samples of this research from first grade were 15 students.
31 The test method was used as the instrument in this study to collect quantitative data by the researcher. There were two kinds of tests: pre-test and post-test. The test consists of 20 items and multiple choices. A pre-test was administered before treatment to assess students' reading comprehension, and a post-test was administered following treatment to assess students' reading skills after the material had been presented.
To analyze the result of the data from the pre-test and post-test, the researcher used the following steps:
1. Scoring the students' correct answers to pre-test and post-test by using the following formula:
2. Classifying the students' scores as follows:
Table scoring classification of reading:
Score Interval Classification
90-100 Excellent
80-89 Very Good
70-79 Good
60-69 Fairly Good
40-59 Poor
<39 Very Poor
3. Mean Score
To calculate the mean score of the students’ comprehension by using the following formula:
𝑋 =∑ 𝑋 𝑁
Which 𝑋 : The mean of score ∑X : The sum of all scores
N : The total number of students
(Gay 2012) 4. Computing the frequency on the rate percentage of the students’ score by using the
following formula:
𝑃 = 𝐹
𝑁× 100%
Which 𝑃 : Percentage F : Frequency
N : The total number of students
(Gay 2012) 5. Calculating the mean score of Gain (D) using the following formula:
𝐷 = ∑ 𝐷
𝑁
Score = 𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟 𝑠 𝑡𝑜 𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑠𝑡 𝑖𝑡𝑒𝑚𝑠 X
100
32 Which 𝐷 : Percentage
∑ 𝐷 : Total raw score
N : Total number of students
(Gay 2012) 6. To know the significant difference between the score of the pre-test and post-test the
researcher calculated the value of the test by using the following formula:
𝑡 = 𝐷
√∑ 𝐷2(∑ 𝐷)2𝑁
𝑁(𝑁−1)
Which t : Test of significance
D : The difference between pre-test and post-test 𝐷 : The mean of the different score
N : The number of subjects
∑ 𝐷2 : The sum of D score (∑ 𝐷)2 ∶ The square of ∑ 𝐷
(Gay 2012)
RESULT AND DISCUSSION
ResultsTo find out the answer to the research question in the previous chapter, the researcher administrated a test that was given twice. A pre-test was given before the treatment and a post-test was given after the treatment. The result of the pre-test and post-test was presented in the following table:
1.
The Total Raw Score of the Students’ Pre-test and Post-test Table 4.1The Total Raw of Student Pre-test and Post-test No Name Pre-test (X1) Post-test (X2) Gain (D) (X2-X1)
D2
1 DAS 40 85 45 2025
2 MR 30 80 50 2500
3 MKG 40 75 35 1225
4 MN 55 85 30 900
5 MA 40 75 35 1225
6 RA 35 80 45 2025
7 SQ 30 90 60 3600
8 RWS 35 75 40 1600
34
9 WA 35 80 45 2025
10 YRS 50 95 45 2025
11 MM 45 75 30 900
12 RN 50 85 35 1225
13 WH 65 85 20 400
14 AP 70 95 25 625
15 AN 45 80 35 1225
N = 15 ∑ 𝑿𝟏 = 665 ∑ 𝑿𝟐 = 1.240 ∑ 𝑫 = 575 ∑ 𝑫𝟐 = 23.525 Where:
N = The total number of students
∑ 𝑋1 = The total scores of student pre-test
∑ 𝑋2 = The total scores of student post-test
∑ 𝐷 = The total difference scores between pre-test and post-test
∑ 𝐷2 = The total sum of total difference score
Table 4.1 shows the result of the treatment. After conducting the treatment, the researcher found that were different results between students' scores in pre-test and post-test. Students' scores in the post- test were different from students' scores in the pre-test. The students' scores in the post-test were increased. It means that with the GIST AND RSS Strategy students were motivated in studying reading, especially recount text.
2. Scoring Classification
The raw score of the students in pre-test and post-test were classified into some criteria such as the percentages criteria, frequency of students, and score of the students in pre-test and post-test. These are shown as in the following:
a. Students’ pre-test
Table 4.2
The score of students’ Pre-Test
No Name of students Score Classification
1 DAS 40 Poor
2 MR 30 Very poor
3 MKG 40 Poor
4 MN 55 Poor
5 MA 40 Poor
6 RA 35 Very poor
7 SQ 30 Very poor
8 RWS 35 Very poor
35
9 WA 35 Very poor
10 YRS 50 Poor
11 MM 45 Poor
12 RN 50 Poor
13 WH 65 Fairly good
14 AP 70 Good
15 AN 45 Poor
After gaining students' scores on the pre-test, the researcher found students' scores. Based on the data, 2 students got 30 scores, 3 students gained 35 scores, 3 students gained 40 scores, and 2 students attained 45. It was the lowest score in pre-test. There were 2 students got 50 score, 1 student gained 55 scores, 1 student received 65 scores, 1 student got 70 scores and it was highest score of the pre-test.
From the explanation above, it can be inferred that students, ability in reading comprehension especially recount text was still lacking. Many students cannot classify the word into its part.
Table 4.3
Classification, frequency, and percentage of the students’ pre-test score
No Classification Range Frequency Percentage
1 Excellent 90-100 0 0
2 Very Good 80-89 0 0
3 Good 70-79 1 6.66
4 Fairly Good 60-69 1 6.66
5 Poor 40-59 8 53.33
6 Very Poor <39 5 33.33
Total 15 100%
Based on table 4.4 above shows the rate percentage and frequency of the students' pre-test in reading comprehension before using the GIST and RSS Strategy. It could be seen that there were 1 student (6.66%) out of 15 students who got a "good" score, 1 student (6.66%) out of 15 students obtained a "fairly good" score, 8 students (53.33) out of 15 students gained a “poor” score, 5 students (33.33) out of 15 students achieved a “very poor” score and no one received a “excellent” and "very good" score.
The explanation data above shows the weakness of students’ prior language about reading comprehension especially recount text. For the solution, the researcher must be creative in teaching reading comprehension and encourage the students in learning to recount text. to enrich students' reading comprehension especially recount text the researcher combines the GIST AND RSS strategies to increase students' reading comprehension in the teaching-learning process.
36 The frequency and percentage of students' scores on pre-test can be seen in the following:
Chart 4.1 Students’ scores in pre-test
Based on the result of the frequency and percentage in the pre-test above, the data gained shows that none student got a score above the minimum completeness criteria (KKM) or standard. The KKM score is seventy-five. It means that all students' received scores below the KKM (75%). The explanation data above shows the weakness of students' prior language about reading comprehension especially recount text. For the solution, to enrich students' reading comprehension the researcher used the GIST and RSS strategies to increase reading comprehension especially recount text.
Table 4.4
The score of students’ Post-Test
No Name of students Score Classification
1 DAS 85 Very good
2 MR 80 Very good
3 MKG 75 Good
4 MN 85 Very good
5 MA 75 Good
6 RA 80 Very good
7 SQ 90 Excellent
8 RWS 75 Good
0 1 2 3 4 5 6 7 8 9
Very poor Poor Fairly good Good Very good excellent
Pre-test
37
9 WA 80 Very good
10 YRS 95 Excellent
11 MM 75 Good
12 RN 85 Very good
13 WH 85 Very good
14 AP 95 Excellent
15 AN 80 Very good
After conducting the treatment, the researcher administrated the post-test. It was aimed to measure the students’ achievement after doing the treatment in teaching reading comprehension. It was expected that, after using GIST and RSS Strategy in teaching reading comprehension, students’ post-test was higher than pre-test. After gaining students' result on the post-test, the researcher found that students' score on Post-test was better than the pre-test. It means that the students' reading comprehension was increased after the GIST and RSS Strategy was applied to teaching reading comprehension.
Based on the table, there were two (2) students received ninety-five (95) scores, there was one (1) student who got ninety (90) scores, there were four (4) students who gained eighty-five (85) scores, there were four (4) students achieved eighty (80) scores, and there were four (4) students got seventy- five (75) scores. In the post-test, the lowest score was 75 and the highest score was 95. The result has shown that in Post-test students have increased after having treatment where in teaching reading comprehension especially recount text. The students' Post-test scores were higher than their Pre-test scores. It means that there was a significant difference between the used GIST and RSS strategies to motivate students in teaching reading comprehension especially recount text.
Table 4.5
Classification, frequency, and Percentage of the students’ Post-test score
No Classification Range Number of
students (Frequency)
Percentage
1 Excellent 90-100 3 20
2 Very good 80-89 8 53.33
3 Good 70-79 4 26.66
4 Fairly Good 60-69 0 0
5 Poor 40-59 0 0
6 Very Poor <39 0 0
Total 15 100%
Data in Table 4.5 showed the rate percentage and frequency of the students' post-test in reading comprehension after using the GIST and RSS Strategy. It could be seen that were 3 students (20%) out of 15 students got “excellent” score, 8 students (53.33%) out of 15 students gained “very good”, 4 students (26.66%) out of 15 students achieved “good” and no one received “fairly good”, “poor”, and
38
“very poor”. In the other words, it can be said that the rate percentage in the post-test was greater than the rate percentage in the pre-test.
The frequency and percentage of students' scores on Post-test can be seen in the following:
Chart 4.2 Students’ scores in post-test
Based on the chart, none students got scores which categorize as very poor (<39), poor (40-59), and fairly good (60-69) classification. While there were 4 (four) students got category as good (70-79) classification, there were 8 (eight) students who got scores which categorize as very good (80-89) classification, and there were 3 (two) students who got scores which categorize (90-100) classification.
Table 4.6
The comparison rate percentage of Pre-test and Post-test
NO Classification Rate percentage
Pre-test Post-test
1 Excellent 0 20
2 Very good 0 53.33
3 Good 6.66 26.66
4 Fairly good 6.66 0
5 Poor 53.33 0
6 Very poor 33.33 0
Total 100 100
Based on the previous table, it can be seen that the student's achievements in Post-test were increased after combining the GIST and RSS strategy in teaching reading comprehension especially recount text. In Pre-test (0%) students got very good, and excellent categorized, while in Post-test there were 53.33% of students which very good, and 20% students which excellent classification. While in pre- test there were 6.66% students which received good classified, while in post-test there were 26.66%
students which got good categorized. In pre-test, there were 33.33% students which very poor
0 1 2 3 4 5 6 7 8 9
Very poor Poor Fairly good Good Very good Excellent
Post-test
39 categorization, while in post-test there was none (0%) student gained very poor grouping, in pre-test there was 53.33% students which got poor classification, while in post-test there was none (0%) student which received poor categorized and in pre-test there was 6.66% student which got fairly good organization, while in post-test there was none (0%) student which got fairly good classification.
Chart 4.3 The comparison rate percentage of pre-test and post-test
After comparing the percentage of pre-test and post-test results, it can be inferred that students' results of pre-test and post-test have a significant difference. The use of GIST and RSS Strategy in teaching reading comprehension supported and motivated students to increase their reading comprehension, especially about reading recount text.
3.
The Mean Scores of the Students’ Pre-test and Post-testAfter calculating the result of the students’ pre-test and post-test, the mean scores were presented:
a. The mean score of the students’ pre-test 𝑋 = ∑ 𝑋
𝑁
𝑋 = 66515 𝑋 = 44.33
The mean score of the students’ pre-test (X1) was 44.33 b. The mean score of the students’ post-test
𝑋 = ∑ 𝑋
𝑁
𝑋 = 1.240
15 𝑋 = 82.67
The mean score of the students’ post-test (X2) was 82,67
0 1 2 3 4 5 6 7 8 9
Very poor Poor Fairly good Good Very good Excellent
Post-test Pre-test
40 Table 4.7
The mean score of the students’ pre-test, post-test and total score
No Test activities Mean score Total score
1 Pre-test 44.33 665
2 Post-test 82.67 1.240
Data in table 4.7 revealed that the mean score of the students’ pre-test was 44.33 while the mean score of the students’ post-test was 82.67. It reveals that the mean score of the students’ post-test was higher than the mean score of the students’ pre-test. It means that teaching using GIST and RSS Strategy can increase the students’ reading comprehension of the first grade of SMK LPP UMI Makassar.
Chart 4.4 Mean score of pre-test and post-test
4.
The mean score of Gain (D)𝐷 = ∑ 𝐷
𝑁 𝐷 = 575 15
𝐷 = 38.33
The mean score of gain was 38.33
Table 4.8
Mean score and total score
1 Mean score of Pre-test 44.33 665
2 Mean score of Post-test 82.67 1.240
3 Mean score of gain 38.33 575
The total number of students pre-test and post-test was presented on table 4.8. The table explained that the total score of students’ pre-tests ∑ 𝑋1 was 665 (44.33) from the total number of students was 15.
While in post-test the total score ∑ 𝑋2 was 1.240 (82.67) from the total number of students was 15. The
1.240 665
0 200 400 600 800 1.000 1.200 1.400
Pre-test Post-test
Mean
Mean
41 total score gain ∑ 𝐷 was 575 (38.33). It has shown that the gain score of pre-test and post-test was higher.
5.
Test of significanceCalculated the t-test to indicate the significant between the pre-test and post-test using the following formula:
𝐷̅∑ 𝐷
𝑁
𝐷̅575
15
𝐷̅ = 38.33
𝑡 = 𝐷
√∑ 𝐷2(∑ 𝐷)2𝑁
𝑁(𝑁−1)
𝑡 = 38.33
√23.525(575)215
15(15−1)
𝑡 = 38.33
√23.525
330.625 15
15(14)
𝑡 = 38.33
√23.52522.041
210
𝑡 = 38.33
√1.484
210
𝑡 =38.33
√7,06 𝑡 =38.33 2.65 𝑡 = 14,47
The test of students reading comprehension after the researcher conducted the GIST and RSS Strategy in treatments was presented in the following table.
Table 4.9
The development of students reading comprehension
Variable T-test T table
Pre-test and post-test 14.47 2.144
Discussion
42 The discussion deals with the interpretation of the findings derived from the data analysis. The description of the data collected through the reading test explained the previous showed that the students' reading comprehension was increased. It was supported by the result of frequency and the rate percentage of the students’ pre-test and post-test. The students’ score after presenting material by using GIST and RSS Strategy was better than before the treatment. Before teaching reading comprehension through GIST and RSS Strategy, the students' score was categorized as "poor" with a mean score of 44.33. It means that the students still have low achievement in reading comprehension. After going through the treatment through GIST and RSS Strategy, the students' score was categorized as "good"
with a mean score of 82,67. It means that the student's achievement in reading comprehension is increased after being taught by using combine GIST and RSS Strategy.
CONCLUSION
Based on the discussion in the previous chapter, the finding of the results showed the positive impact in students’ reading comprehension that the implementation of combining GIST and RSS strategies can help the students understand reading comprehension especially recount text. Combining GIST and RSS strategies also helps the students improve their skills in organizing the text. Because it helped them remember the key concept in recount text and the combining GIST and RSS strategy also made the students focus on the text. The implementation of the combining GIST and RSS Strategy is successful to increase the reading comprehension of the first-grade students of SMK LPP UMI Makassar. The result of data analysis: The mean score of pre-tests (44.33). The mean score of post-tests (82.67). T-test result in which the value of t-test. It was greater than t-table was 2.144 at the level significance 5% and degree of freedom (df) was 14. It means the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
ACKNOWLEDGEMENT
نيملعلا بر لله دمحلا
, thanks to Allah SWT for His blessing and guidance, so that she could finish this thesis entitled “The Use of Combining Generating Interaction Between Schemata and Text (GIST) and Reading Short Story (RSS) Strategy in Reading Comprehension at the First Grade of SMK LPP UMI Makassar. Peace be always upon noble prophet Muhammad Shalallahu A’laihi Wassallam, his families, and his companions whose guide constitutes the way of life for us.The researcher would like to express her gratitude to Ir. H. Asrul Rahim, M.Si, the YPUP Makassar coordinator. Second, as the head of STKIP YPUP Makassar, Dr. Rina Asrini Bakri, M.pd.
Third, Rita Roswita Duyo, S.S., M.pd is the head of the English Education Department. Fourth, Adriani Jihad, S.pd., M.pd as the secretary of the English Education Department STKIP YPUP Makassar and the last all lectures for their encouragement and motivate during the researcher study at STKIP YPUP Makassar.
The deepest appreciation goes to Dr. Nur Aeni Kasim M.pd as the first consultant and Nurfitriyah Halim, S.pd., M.pd as the second consultant who has given their correction, guidance, motivation, and suggestion for the researcher to accomplish this thesis. The deepest thanks are also devoted to the headmaster and English teacher of SMK LPP UMI Makassar who allowed the researcher to do the research. Best regard is also delivered to the first-grade students of SMK LPP UMI Makassar who have participated actively in the research.
The researcher would like to express her gratitude and appreciation to her beloved parents, Limak as the researcher’s father, and Daini as the researcher's mother, for their blessing, prayers, motivation, and financial contributions to the success and completion of this thesis. Moreover, the researcher dedicated big thanks to dearest brothers, Ramuddin, Ludi, Muhajir, Muhijar, Musdin, and dearest sisters, Muharni and Muharniaty, for their unconditional love, support, and financial his in finishing the study.
A lot of thanks expressed to her sincere gratitude to her best friends Rosdani and Nurhidayah, E- capta1n, and all my friends in the college that can't mention one by one for their unfailing support and inspiration, as well as for all the things they have given to her.
43 Finally, the researcher realizes that this thesis is still far from being perfect. the researcher needs any suggestions and criticism to make it perfect. The researcher hopes this thesis can be useful for the improvement of the English teaching and learning process, especially for the researcher and for the readers in general. Aamiin.
REFERENCES
Gay, L, R. (2012). Late of florida Iternational University. Geoffrey E. Mills. Southern Orengen University. Peter Airasian. Bostom Collage page:31. Retrieved on January 20th 2022 Oxford, Rebecca L, (1990). Language Learning Strategies: What Every Teacher Should Know. Boston:
Heinle Heinle. Retrieved on March 9th 2022
Rahmawati, D, (2020). The Effect of Using GIST Strategy Through Recount Text Toward Students’
Reading Comprehension at Asy Syukirayyah College. Retrieved on December 25th 2021
