thatstories to be discussed in the next meeting. Thank you for your attention today and don’t forget to study at home. Good bye, class.
Students : Thank you very much, Miss.
2.2.9. Advantages and Disadvantages of Get the Gist Strategy
There were some main advantages that could be obtained from Get the Gist Strategy in the class:
1. By using Get the Gist Strategy, it could improve reading comprehension as
well as summary writing. When using Gist, students must delete trivial information, select key ideas and generalize in their own words, which are
three major strategies necessary for comprehension and retention Richarson Morgan:2000 .
2. Get the Gist Strategy could active students’ prior knowledge Zainotalia:
2012. Thus, it was a benefit for each student to comprehend the meaning of the text.
3. This Strategy could help the students in final examination, in which in
final examination they have to answer the question based on the text and before they must answer they have to comprehend with the meaning of the
text. 4.
Get the Gist Strategy could revise and refine vocabulary as well. Besides having some advantages, this teaching reading technique also has
one main disadvantage. For the first time the students would not understand what a summary is. So, the teacher must effort to give
information as much as it is for information read.
Not only the advantages, but also Get the Gist Strategy has disadvantages was the students do not know all of the content of meaning of the text that
they read because the students were taught to limit their response to ten words or less, so that their gist conveyed the most important ideas, but
not unnecessary details.
2.2.10. Theoretical Assumption
Reffering to the frame of theories, it was assumed that Get the Gist Strategy was a good strategy to be used teaching reading because Get the Gist Strategy
could be one of the reading strategies for improving text comprehension especially in identifying main idea. The students have to be able to identify
main idea in various types of the texts. After finding main idea, indirectly the reader or the students knew what the contents of texts were and other aspects
reading in the text. Therefore, it was Get the Gist Strategythat has been applied in teaching
learning process and the students’ reading comprehension achievement, it could be a way for the students to be interested and their skills were better
before especially in reading activity. By expressing their ideas, automatically they tried to think creative and got the deep meaning of the story on the text.
And also could help to improve the students’ ability in reading such as in note
taking and summarizing the crucial for better understanding and memorizing.
2.2.11. Hypothesis
In relation to the theoretical assumption; therefore, the hypothesis could be formulated that by usingGet the Gist Strategycould
improve the students’ reading comprehension better and significantly.
Those are the content of this chapter, from the description of review of
previous research and review of related research.
III. METHODS
This chapter describes setting of the research, population and sample, research design, data collecting technique, scoring system of reading test, try out of the
research, data analysis, hypothesis testing and schedule of the research.
3.1.Setting of the Research
This research took place at SMPN 13 Bandar Lampung for one month. The researcher chose SMPN 13 Bandar Lampung as the setting of this research
because no one has yet to do the research using GIST in advance and that school was not far from t
he researcher’s house, so it could facilitate her to do the research.
3.2. Population and Sample
The population of this research was the students in the second grade of SMPN 13 Bandar Lampung which was grouped into nine classes. The sample of this
research was one class of the second grade students which consisted26 students and has the same level of abilitybecause in this school has no special class.The
researcher kne w students’ ability were same from the result of pre-observation
which she has done. The researcher knew the data from their English teacher. The class has both pretest and posttest, and there were3 times treatments. The
