The Implementation Of Gist Strategy To Teach Reading Comprehension In Senior High School

Anggara, Selvilya

doi:10.31004/edukatif.v3i3.495

Cited by 4 publications

(5 citation statements)

References 7 publications

(12 reference statements)

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“…This comprehension comes from the interaction between the words which are written and how the reader triggers knowledge from the text (Lombu, Sari, & Prayuda, 2021). Thus, reading comprehension can infer the text or passage, recognize, and understand words by meaning (Anggara, 2021). Comprehension difficulty according to Nathan & Lee (2004) can be detected through the signs such as confusion about the meaning of words and sentences, inability to connect ideas in a passage, difficulty distinguishing significant information from minor details, and lack of concentration during reading.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Using Gist (Generating Interaction Between Schemata and Text) Strategy on Students’ Reading Comprehension

Pebriani

Thamrin²,

Darsih³

et al. 2022

IJLI

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This research focused on GIST (Generating Interaction between Schemata and Text) strategy in increasing students’ reading comprehension. The objective of the research is to find out the significant effect on students’ reading comprehension after applying the GIST (Generating Interactions between schemata and text) strategy. This research used a quasi-experimental design. The sample consists of 60 students which were from two classes. This research used test instrument (pre-test and post-test) with multiple choice questions. The hypothesis was calculated by using t-test in which the analysis result obtained tcount = 4.33 ttable = 2.00 with α = 0.05. From the result, it can be concluded that GIST strategy can improve students’ reading comprehension in narrative text. Keywords: Generating Interaction between Schemata and Text (GIST) strategy; reading comprehension; narrative text.

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Section: Introductionmentioning

confidence: 99%

The Effect of Using Gist (Generating Interaction Between Schemata and Text) Strategy on Students’ Reading Comprehension

Pebriani

Thamrin²,

Darsih³

et al. 2022

IJLI

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“…In fact, many students, even Senior High School students find it difficult to understand English texts (Anggara, 2021). They are still poor at reading English texts.…”

Section: Introductionmentioning

confidence: 99%

Reciprocal Teaching Strategy to Improve Students’ Reading Comprehension: Action Research

Parameswara,

Wicaksono,

Herlisya

2022

ijlhe

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The objectives of this research were to improve the students’ learning activity and reading comprehension by using the Reciprocal Teaching Strategy. This strategy helps students with four steps, such as predicting, questioning, clarifying, and summarizing. In this research, the writer used Classroom Action Research as the design in collecting the data. The research implementation of research was in two cycles. The sample of this research was in one class only with 27 students. The writer used an observation sheet and reading test in form of was multiple choice and consisted of 40 questions, it aimed to get the score of students’ reading comprehension and used observation sheet for the students’ learning activity. The findings of this research showed Reciprocal Teaching Strategy was successful to improve students’ learning activity and reading comprehension. It can be seen from the average score of students’ learning activity and reading comprehension. The average score of students’ learning activity was increased from the first cycle 6.66 while in the second cycle 7.67, it was from less active to active criteria. Then, it was found that the average score in cycle 1 was 67.4 or 51.85% of students who passed Minimum Mastery Criteria while in cycle 2 was 76.5 or 85.19% of students who passed Minimum Mastery Criteria. Therefore, the implementation of Reciprocal Teaching Strategy was successful to be used in improving the students’ learning activity and reading comprehension in the tenth grade of SMKN 9 Bandar Lampung in the academic year of 2022/2023.

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“…GIST strategy aims to make students have the ability to understand the essence of paragraphs in order to build the essence of the discourse. Anggara (2021) stated that GIST strategy is a strategy than can be used to improve students' abilities to comprehend the gist or main ideas of paragraphs by providing a prescription for answering the 5 Ws and H questions and then summarizing the passage or by reading and summarizing from sentence to paragraphs to the entire passage.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Reading Comprehension through GIST (Generating Interaction between Schemata and Text) Strategy

Agnescia,

Sutrisno AB,

Marcela

2022

ijlhe

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This research aimed to improve students’ learning activities and their reading comprehension by using Generating Interaction between Schemata and Text (GIST) strategy. In this research, the researcher used Classroom Action Research as the method of this research. This research implemented Generating Interaction between Schemata and Text (GIST) in 2 cycles with 3 meetings in each cycle. The sample of this research was in one class with 31 students. The test used in this research was 30 multiple choice questions. The average score of students’ activities based on the observation sheet in cycle I obtained range 7 which categorized as quite active and increased to be 7.7 in cycle II which categorized as active. The average score of students’ reading comprehension in cycle I was 68.46 and increased to be 79.11 in cycle II. The percentage of the students’ reading comprehension test in cycle I who passed Minimum Mastery Criteria was 45.16% students passed the KKM and in cycle II the result increased to be 83.87% students passed KKM. From the learning activities and test result, the researcher concluded that there was an improvement in students' learning activities and their reading comprehension by implementing Generating Interaction between Schemata and Text (GIST) strategy at the eighth-grade students of SMP Negeri 21 Bandar Lampung in the academic year of 2021/2022.

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The Implementation Of Gist Strategy To Teach Reading Comprehension In Senior High School

Cited by 4 publications

References 7 publications

The Effect of Using Gist (Generating Interaction Between Schemata and Text) Strategy on Students’ Reading Comprehension

The Effect of Using Gist (Generating Interaction Between Schemata and Text) Strategy on Students’ Reading Comprehension

Reciprocal Teaching Strategy to Improve Students’ Reading Comprehension: Action Research

Improving Students’ Reading Comprehension through GIST (Generating Interaction between Schemata and Text) Strategy

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