THE EFFECTIVENESS OF GIST (GENERATING INTERACTIONS

BETWEEN SCHEMATA AND TEXT) AND KWL (KNOW, WANT, AND

LEARNED) STRATEGIES TO IMPROVE READING ACHIEVEMENT

OF MALE AND FEMALE STUDENTS.

INTRODUCTION

In this study, the researcher wants to find out the effectiveness of GIST (Generating Interactions between Schemata and Text) and KWL (Know, Want, and Learned) strategies to improve reading achievement of male and female students. GIST is a teaching strategy used to teach expository and narrative texts (Richardson,2000). It provides students with a way to summarize information by discarding unimportant information and focusing on the key words or ideas of the passage. KWL strategy is was firstly developed by Dona Ogle in 1986, and is used to guide students through text (Corner, 2006: 1)Considering the benefits of using GIST and KWL strategies mentioned above, the researcher wants to find out the effectiveness of both strategies to improve students’ reading comprehension with low and high achievement. The result of this study may help English teachers to use innovative strategies in teaching reading classes especially in teaching genres.

METHOD

 The researcher using experimental study. Nunan (1992: 24) states that experiment is carried out in order to explore the strength of relationship between variables. There are three variables in this study namely independent variable, dependent variable, and moderator variable. The independent variables are GIST and KWL strategies. The dependent variable is achievement, and the moderator variable is motivation.

The population of this research is the eleventh graders of senior high school 2 Demak. Two classes are chosen as the samples. They are XI IPA 4 and XI IPA 5. GIST strategy is used to teach XI IPA 4 as the first experimental group, while KWL strategy is used to teach XI IPA 5 as the second experimental group.

Tests are used in this study as the instruments. Tryout, pretest, and post test are conducted to answer the statements of problem. T-Test is used to answer statements of problem number one up to four. While ANOVA is used to answer statements of problem number five up to seven.

RESULTS AND DISCUSSIONS

 After doing pretest and post the researcher find that the score of male student is reading is getting better after applying Gist strategy. Not only for male student but female student also get the better score between pre test and post test its mean the using of gist strategy can increase the score of male and female student in reading comprehension.

Than for KWL, in pre test using expository text male student  mean score is 50.41 after applying KWL strategy in post test the mean score is 70.00. for female student in pre test the mean score is 50.52 and in post test the mean score is 70.20 its mean that KWL strategy is effective to improve reading achievement for male and female students.

CONCLUSION

The conclusion of this study is GIST and KWL strategies are effective to improve male and female students. In addition, there is no significant difference of the use of GIST and KWL strategies to improve reading achievement of male and female students. Furthermore, there is no significant difference of gender in using GIST and KWL strategy to improve reading achievement. Finally, there is no interaction among GIST, KWL, reading achievement, and gender.