Mona Rizkia Pebriani, Nani Ronsani Thamrin, Endang Darsih, Fahrus Zaman Fadhly


This research focused on GIST (Generating Interaction between Schemata and Text) strategy in increasing students’ reading comprehension. The objective of the research is to find out the significant effect on students’ reading comprehension after applying the GIST (Generating Interactions between schemata and text) strategy. This research used a quasi-experimental design. The sample consists of 60 students which were from two classes. This research used test instrument (pre-test and post-test) with multiple choice questions. The hypothesis was calculated by using t-test in which the analysis result obtained tcount = 4.33 > ttable = 2.00 with α = 0.05. From the result, it can be concluded that GIST strategy can improve students’ reading comprehension in narrative text.
Keywords: Generating Interaction between Schemata and Text (GIST) strategy; reading comprehension; narrative text.

Full Text:



Anggara, S. (2021). The implementation of GIST strategy to teach reading comprehension in senior high school. Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1101-1111.

Anggeraini, Y., Episiasi., & Sulistyo, B., (2022). Teaching strategies in online reading classroom during covid 19 pandemic: A case study. ELT-Lectura: Studies and Perspectives in English Language Teaching, 9(1), 107-116.

Bouchard, M. (2005). Comprehension Strategies for English Language Learners . New York: Scholastic Inc.

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practice. New York: Pearson Education.

Cunningham, W. G. (1982). Systematic Planning for Educational Change . Houston: Mayfield Publishing.

Forget, M. (2004). MAX teaching with reading & writing: Classroom activities for helping students learn new subject matter while acquiring literacy skills. Victoria, BC: Trafford.

Fraenkel, J. R., & Wallen, N. E. (2012). How to Design & Evaluate Reseach in Education. New York: Mc Graw-Hill Companies.

Frey, N., Fisher, D., & Hernandez, T. (2003). “What’s the Gist?’ summary writing for struggling adolescent writers. Voices from the Middle, XI(2), 43-49.

Fu, S. (2022). The roles of intensive and extensive reading activities in Chinese EFL University students’ reading comprehension skills. Education and Linguistics Research, 8(1), 1-11

Gani, S. A., Yusuf, Y. Q., & Erwina, R. (2017). Proceedings of The 1st National Conference on Teachers ‟ Professional Development September 30, 2017, Banda Aceh, Indonesia. 61, 18–28.

Janette, K., Vaughn, K. S., & Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. London: The Guilford Press.

Johnson, A. P. (2008). Teaching Reading and Writing a Guidebook for Tutoring and Remediating Students. New York: Rowman & Littlefield Publishers, Inc.

Lombu, M. P. D. J., Sari, A. S. P., & Prayuda, M. S. (2021). Improving students’ reading comprehension through Survey, Question, Read, Recite, Reflect, and Review (SQ4R) method to the eleventh grade students of SMA Negeri 1 Gunungsitoli Idanoi in the academic year of 2020/2021. Kairos ELT Journal, 5(3), 172-179.

Marashi, H., & Rahmati, P. (2017). The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety. International Journal of Research in English Education, 2(2), 43–52.

Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, IX(3), 117-129.

Nathan, E., & Lee, C. K. (2004). Using Structured Academic Controversies in the Social Studies Classroom. Teaching and learning, II(25), 171-188.

Noviarini, T. (2021). The effect of reading strategy and personality on EFL students’ reading comprehension at STIE TRIBUANA. ELT-Lectura, 8(1), 65–73.

Nunan, D. (2003). Practical English Langguage Teaching. Singapore: McGraw-Hill Company, Inc.

Octavia, V., & Wilany, E. (2018). the Use of Generating Interaction Between Schemata and Text (Gist) Strategy Towards Students’ Reading Comprehension. Cahaya Pendidikan, 4(1), 13–22.

Reflianto., Setyosari, P., Kuswandi, D., & Widiati, U. (2022). English teachers' competency in flipped learning: question level and questioning strategy in reading comprehension. International Journal of Instruction, 15(1), 965-984.

Patel, M. F., & Jain, P. M. (2008). English Language Teaching (Methodes, Tools & Techniques). Jaipur: Sunrise Published And Editor.

Silvia, R. (2017). Enhancing Nursing Students’ Reading Comprehension Using GIST Strategy In Nursing Academy (AKPER) Prima Jambi 2016. Scientia Journal, VI(2), 205-209.

Simanjuntak, N. M., Sibarani, B., & Gultom, J. J. (2018). the Teaching Reading Comprehension of Explanation Text To the Eleventh Grade Students in Medan. GENRE Journal of Applied Linguistics of FBS Unimed, 6(2).

Sudjana. (2005). Metode Statistika. Bandung: Tarsito.

Sugiyono. (2015). Metode Penelitian Manajemen. Bandung : Alfabeta.

Wardiman, J., Masduki. B., & Djusma, M. S. (2008). English in Focus 2: for Grade VIII Junior High School (SMP/MTs.). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

Wulandari, W. A., Astuti, U. P., Furaidah. (2021). The English reading habits of English language education undergraduate students at English department. JoLLA: Journal of Language, Literature, and Arts, 1(6), 2021, 707–716.

Yousif, N. (2018). Improving students’ reading comprehension through GIST (Generating Interaction between Schemata and Text) strategy. Journal of Physical Therapy Science, 9(1), 1–11.



  • There are currently no refbacks.

Copyright (c) 2022 Indonesian Journal of Learning and Instruction

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.