THE EFFECT OF USING GENERATING INTERACTION BETWEEN SCHEMATA AND TEXT (GIST) STRATEGY ON STUDENTS READING COMPREHENSION.

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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

STATE UNIVERSITY OF MEDAN

2015

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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,

Melva Y. Sihombing Reg. Number: 2103321021

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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.

Keyword : Generating Interaction between Schemata and Text (GIST) Strategy, 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 the English Teacher, Meledy Sirait, S.Pd.

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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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TABLE OF CONTENT

Page

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 6

C. The Objective of the study ... 6

D. The Scope of the Study ... 6

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

b. The Procedures of Generating Interaction between Schemata and Text (GIST) Strategy ... 22

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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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vi

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 for improving one’s life is limited. So people are expected to increase their

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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 experience. External factors come out the students. It concerns with the teacher

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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 found the same case when she observed how English teacher taught reading in

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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 Generating Interaction between Schemata and Text (GIST) Strategy to teach

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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 are interested in further studies related to this research.

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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 comprehending a text in order to improve their knowledge by involving

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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 (GIST) Strategy on students’ reading comprehension.

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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.

Meyer, Bonnie J. F & Ray, Melissa N. 2011. Structure Strategy Interventions: Increasing Reading Comprehension of Expository Text. International Electronic Journal of Elementary Education, 4(1), 127-152.

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Pardiyono. 2007. Pasti Bisa Teaching Genre-Based Writing. Yogyakarta: Andi Offset.

Richardson, J.S, Morgan R.F. and Fleener, Charlene. 2009. Reading To Learn in the Contet Areas 7th Ed. Belmont: Wadsworth, Cengage Learning.

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.

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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

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