Abstrak
ABSTRACT Hariani Fitri, 2313.123. The Effect of Using Generating Interaction between Schemata and Text (GIST) Toward Students’ Reading Comprehension at Eleventh Grade Students of SMAN 1 Kecamatan Payakumbuh. A Thesis, State Islamic Institute ( IAIN) Bukittinggi, 2017. Due to the students’ problems in reading comprehension and their low achievement in reading exam, the researcher had done a research about teaching by using Generating Interaction between Schemata and Text (GIST). This research was conducted to know a significant effect of Generating Interaction between Schemata and Text (GIST) strategi toward students’ reading comprehension at eleventh grade students of SMAN 1 Kecamatan Payakumbuh. One of the materials learned at the eleventh grade students of SMAN 1 Kecamatan Payakumbuh in semester 2 was about spoof text. Spoof text was a kind of text which was aimed to entertaint the readers with a funny parts at the end. The generic structure of spoof text were orientation, events and twist. Orientation was the introduction of the characters, time and place, events were the chronological of the story and twist was the funny part that cannot be predicted by the readers. The researcher used experimental research design, that was quasi experimental design, with the type pretest-posttest control group design. The population of this research was the eleventh grade students of SMAN 1 Kecamatan Payakumbuh. There were two classes as to sample, namely experimental class and control class. Experimental class was XI IPS 4 which consisted of 28 students and control class was XI IPS 2 which consisted of 25 students. Experimental class was using GIST strategy and control class was using conventional strategy. The data was gotten through pretest and postest to the both classes. In analyzing the data, the researcher used normality and homogeneity testing. In testing the hypothesis, the researcher used t-test formula. From the result of the first hypothesis, it was indicated that t-calculated was higer than t-table (3,97 > 2.00), it means there was a significant effect of using Generating Interaction between Schemata and Text (GIST) toward students’ reading comprehension at eleventh grade students at SMAN 1 Kecamatan Payakumbuh. From the result of the second hypothesis, it was indicated that t-calculated was higer than t-table (3,05 > 2.00), it means there was a significant differences between the students who were taught by using Generating Interaction between Schemata and Text (GIST) and the students who were taught without Generating Interaction between Schemata and Text (GIST). From the result of the third hypothesis, it was indicated that the mean score of experimental clas was higher than control class (80,10 > 69,24), it means students’ reading comprehension taught by using Generating Interaction between Schemata and Text (GIST) was better than taught by using conventional strategy. From the findings above, Generating Interaction between Schemata and Text (GIST) strategy can help students solve their problem in reading comprehension. In other words, it was an effective strategy for teaching reading comprehension. Keywords: Reading Comprehension, Spoof Text, GIST Strategy. ABSTRAK Hariani Fitri, 2313.123. Pengaruh Penggunaan Strategi GIST (Generating Interaction between Schemata and Text) Terhadap Pemahaman Membaca Siswa kelas XI di SMA 1 Kecamatan Payakumbuh. Skripsi, Institut Agama Islam Negeri (IAIN) Bukittinggi, 2017 Disebabkan oleh masalah pemahaman membaca siswa dan kemampuan yang rendah di ujian membaca, peneliti telah melakukan penelitian tentang pengajaran menggunakan Generating Interaction between Schemata and Text (GIST). Penelitian ini dilakukan untuk mengetahui efek berarti dari Generating Interaction between Schemata and Text (GIST) terhadap pemahaman membaca siswa kelas XI di SMAN 1 Kecamatan Payakumbuh. Salah satu materi yang dipelajari di kelas XI SMAN 1 Kecamatan Payakumbuh pada semester 2 adalah tentang teks spoof. Spoof teks adalah salah satu jenis teks yang bertujuan untuk menghibur pembaca dengan bagian akhir yang lucu. Struktur umum dari teks spoof adalah orientasi, peristiwa dan twist. Orientasi berisi pengenalan karakter, waktu dan tempat, peristiwa adalah susunan dari cerita dan twist adalah bagian lucu yang tidak bisa di prediksi oleh pembaca. Peneliti menggunakan jenis penelitian eksperimen, yaitu jenis eksperimen semu, dengan tipe pretest-posttest control group design. Populasi dari penelitian ini adalah siswa kelas XI di SMAN 1 Kecamatan Payakumbuh. Ada 2 kelas sebagai sampel, kelas eksperimen dan kelas kontrol. Kelas eksperimen adalah XI IPS 4 yang terdiri dari 28 siswa dan kelas kontrol adalah XI IPS 2 yang terdiri dari 25 siswa. Kelas eksperimen telah di ajar dengan menggunakan Generating Interaction between Schemata and Text (GIST) dan kelas kontrol dengan menggunakan konvensional strategi. Data di ambil dari pretest dan postest dari kedua kelas. Dalam menganalisa data, peneliti menggunakan tes normality dan homogeneity. Dalam menguji hipotesis, peneliti menggunakan uji-t. Dari hasil hipotesis pertama, disimpulkan bahwa t-hitung lebih besar dari t-tabel (3,97 > 2.00), artinya ada efek yang berarti dari penggunaan Generating Interaction between Schemata and Text (GIST) terhadap pemahaman membaca siswa pada kelas XI di SMAN 1 Kecamatan Payakumbuh. Dari hasil hipotesis kedua, disimpulkan bwahwa ada perbedaan yang berarti dari siswa yang di ajar dengan menggunakan Generating Interaction between Schemata and Text (GIST) dengan siswa yang di ajar tanpa menggunakan Generating Interaction between Schemata and Text (GIST). Dari hasil hipotesis ketiga, disimpulkan bahwa nilai rata-rata kelas eksperimen lebih tinggi dari kelas kontrol (80,10 > 69,24), artinya pemahaman membaca siswa yang di ajar dengan menggunakan Generating Interaction between Schemata and Text (GIST) lebih baik daripada yang di ajar menggunakan strategi konvensional. Dari hasil temuan di atas, strategi Generating Interaction between Schemata and Text (GIST) dapat membantu siswa memecahkan masalah mereka dalam pemahaman membaca. Dengan kata lain, strategi ini adalah strategi yang efektif untuk pengajaran pemahaman membaca.