The Effect of GIST (Generating Interaction between Schemata and Text) Strategy toward Students’ Reading Comprehension at the eighth grade of MTS NU Trate Gresik

Reading is mainly acknowledged as the most important skills in which learners get information and consolidate other areas of language in any language class. By reading, the students get the information and new knowledge in their learning. Students do not only require decoding the printed word but also comprehending the text. Various factors have certainly contributed to this study. The students had difficulties in comprehending their reading text and an appropriate strategy in teaching reading is also factor that affects the process of learning reading comprehension. One of reading comprehension strategies is GIST (Generating Interaction between Schemata and Text). This study is aimed to investigate the significant effect of GIST (Generating Interaction between Schemata and Text) strategy toward students’ reading comprehension. The research was conducted at the eighth grade of MTS NU Trate Gresik in academic year of 2016/2017. The design of this study was quasi experimental design. The population of this study was the eighth grade of MTS NU Trate Gresik. The researcher used cluster sampling to get the sample of the study. It was divided into 40 students of VIII D as experimental group and 40 students of VIII E as control group. The data was collected from pre-test and post-test about reading narrative text. Before the instruments were used, the tryout was done to know the validity and reliability of instrument. Data is taken by instrument in form of multiple choices which consist of 20 items for each test. After getting the data, the researcher analyzed the data by using SPSS 16.0 program. The research findings showed that there was significant difference between learners in experimental group who were taught by using GIST strategy and learners in control group who were taught by using conventional strategy. The researcher found that probability value of both group s was 0,001. It was less than significance level 0,05 (0,001