The Use of Generating Interaction Between Schemata and Text Strategy to Improve Students’ Reading Comprehension

ABSTRACT

Name : Rila Delvinna
Student No. : 190203164
Faculty : Fakultas Tarbiyah dan Keguruan
Major : Department of English Language Education
Title : The Use of Generating between Schemata and
Text Strategy to Improve Students’ Reading
Comprehension
Main Supervisor : Prof. Dr. Muhammad AR., M.Ed.
Co-Supervisor : Azizah, S. Ag., M. Pd.
Key Words : GIST Strategy, reading comprehension,
narrative text

The Use of Generating Interaction between Schemata and Text Strategy to Improve Students’ Reading Comprehension. The aim of this research is to figure out about the use of GIST (generating interactions between schemata and texts) strategy to improve students’ reading comprehension, on narrative text whether there was any significant effect on students’ reading comprehension or not. The population of this research was all of students of the eighth grade of MTSs Tgk. Oemar Diyan, Indrapuri, Aceh Besar. The researcher took sample using the purposive sampling, the sample were students VIII B as the experimental class which consist of 34 students and class VIII A which consist of 36 students as a control class of MTSs Tgk. Oemar Diyan, Indrapuri, Aceh Besar academic year 2022/2023. The data were collected using through two comprehension tests; pre-test and post-test and
applying two techniques; experimental teaching and test. The test of the pre-test and post-test consisted of 15 multiple choice questions. The result of this study was analyzed using T-test on SPSS program and a statistic formula. The result of the pre-test in control and experimental class on Sig. (2-tailed) column was 0,07 which is more than 5% or 0,05 and this mean that the students were at the same level. After the treatment of GIST strategy and the post-test in control and experimental class, the result showed that Sig. (2-tailed) column was 0,03 which is less than 5% or 0,05.
According to the result of SPSS program showed that there was an improvement in reading comprehension on narrative text in the experimental class.