Teaching Reading Skill Through Generating Interaction Between Schemata and Text Strategy (GIST) at MTs Jember

Abstract

Teaching reading skill is an effort to attract students' attention to learn reading comprehension in the classroom. The lack of students reading skill can be caused by the teaching technique applied by the teacher in the classroom. Therefore, the teacher in reading class should have a strategy that make the students more interested in reading the text. GIST is one of strategies to improve students' reading skill. GIST is a very useful strategy for generating and identifying main ideas of reading, can summarize the material that student’s have read, can eliminate redundant and unnecessary information, and can help students remember the point of text that student’s have read. In addition, the aim of this research is to describe how the GIST strategies is implemented in teaching reading skill at 8th grade of MTs ASHRI Jember.
This reseacrh is qualitative research. The data are collected by interview, observation, and document review. The data are analysed by using Miles, Huberman, and Saldana’s theory. In addition, this research uses source triangulation and technical triangulation. The result of this research is the teacher is implemented the GIST strategy by: 1) preparing stageThe teacher selects topic and text then the teacher dicides if students will work individually, in pairs, or small groups, b) Pre-reading stage. The teacher introduces the topic and text to the students and previews the texts with the students than the teacher introduce and explain the GIST Strategy, c) Reading stage. Student’s read the text use the GIST form to take notes on paper and organized into the who, what, when, where, why, and how categories, d) Postreading stage. Students are given a new story and read the text, students organized the task text into the who, what, when, where, why, and how categories by themselves, students present (read) the results of their work in front of the class.