41 EEJ 5 (2) (2015) English Education Journal http://journal.unnes.ac.id/sju/index.php/eej 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 Atiya Mahmud Hana, Warsono, Abdurrachman Faridi Postgraduate Program Semarang State University, Indonesia Article Info ________________ Article History: Accepted October 2015 Approved October 2015 Published November 2015 ________________ Keywords: Gender, GIST, KWL, Reading Achievement ____________________ Abstract ___________________________________________________________________ This study is an experimental research with a factorial design which aimed to find out the effectiveness of GIST and KWL strategies to improve reading achievement of male and female students. The samples of the study were the eleventh students of Senior High School 2 Demak in the academic year of 2014/2015. There were two classes, the first and the second experimental groups. GIST strategy was used in the first experimental group, and KWL strategy was used in the second experimental group. To answer research questions number one up to five, T-test was used. While two-ways ANOVA with F-test at the 5% (0.05) level of significance was used to answer the fifth up to seventh question. The result of this study showed that GIST and KWL strategies are effective to improve reading achievement of male and female students. In additon, there is no significant difference of the use of GIST and KWL strategies to improve reading achievement of male and female students. Futhermore, there is no significant difference of gender in using GIST and KWL strategies to improve reading achievement. Finally, there is no interaction among GIST, and KWL strategies, reading achievement, and gender. © 2015 Semarang State University  Correspondence Address: Unnes Bendan Ngisor Campus, Semarang, 50233 E-mail: atiyamahmud@yahoo.co.id ISSN 2087-0108 Atiya Mahmud Hana, dkk / English Education Journal 5 (2) (2015) 42 INTRODUCTION Reading skill is very important for students especially Indonesian students. In national examination for English subject, students at senior high school level are tested in two skills, listening and reading. In this study, the reseacher 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. In addition, it helps students grab a better overall understanding of the material they just read. KWL strategy was firstly developed by Dona Ogle in 1986, and is used to guide students through text (Corner, 2006: 1). This strategy has some benefits. First, it encourages students to read actively though the learning events individually or in a group. Second, it improves students’ motivation to read since it elicits students’ background knowledge of the topic of the text, sets a purpose for reading, allows students to assess their comprehension of the text, helps the students to monitor their comprehension, and provides an opportunity for students to expand ideas beyond the text. Third, it makes the students active and motivated learners, for it allows them to obtain extended reading materials and continue to read more written materials. Considering the benefits of using GIST and KWL strategies mentioned above, the reseacher wants to find out the effectiveness of both stategies 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. Reading classes are hoped to be more interesting so that students can be motivated in joining and getting involved in learning process. Based on the background of the study and reasons for choosing the topic above, the reseacher formulates the statements of the problem as follows: (1) How effective is GIST strategy to improve reading achievement of male students? (2) How effective is GIST strategy to improve reading achievement of female students? (3) How effective is KWL strategy to improve reading achievement of male students? (4) How effective is KWL strategy to improve reading achievement of female students? (5) How significant is the difference of the use of GIST and KWL strategies to improve reading achievement of male and female students. (6) How significant is the difference of male and female students in using GIST and KWL strategies to improve reading achievement? (7) How is the interaction among GIST, KWL, reading achievement, and gender? METHOD Experimental design is used in this study. According to Gay (2011: 250), experimental design is the only type of research that can test hypotheses to establish cause-effect relations. Another expert that is 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. In this study, the reseacher uses factorial design since there are two independent variables in this study. According to Gay (2011: 272), factorial design refers to a design that has more than one variable (or grouping variable), also known as a factor. The reseacher uses 2 x 2 (two by two) factorial design that has two factors, and each factor has two levels. 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, Atiya Mahmud Hana, dkk / English Education Journal 5 (2) (2015) 43 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, pre test, 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 To answer the first until the fourth research problems, the reseacher used T-test to see the significance difference between pre test and post test. Based on the table 4.19 above, it can be seen that the mean score for male students who learned analytical exposition text by using GIST in pre test was 59.64 and the mean score in post test was 70.35. T count shows -4.707, and df shows 13. It means that t0.05;13 = 1.771. Since t count = 4.707 > t0.05;13 = 1.771, so the first null hypothesis of this research is rejected. That means there is significant difference in reading achievement of male students in pre and post test. In other words, GIST strategy is effective to improve reading achievement for male students. In the second question, the mean score for female students who learned analytical exposition text by using GIST in pre test was 62.91 and the mean score in post test was 74.58. T count shows 7.000, and df shows 23. It means that t0.05;23 = 1.714. Since t count = 7.000 > t0.05;23 = 1.714, so the second null hypothesis was rejected. That means there is significant difference in reading achievement of female students in pre and post test. That means that GIST strategy is effective to improve reading achievement for female students. In the third question, the mean score for male students who learned analytical exposition text by using KWL in pre test was 55.41 and the mean score in post test was 70.00. T count shows 5.239, and df shows 11. It means that t0.05;11 = 1.714. Since t count = 5.239 > t0.05;11 = 1.714, so the third null hypothesis was rejected. That means there is significant difference in reading achievement of male students in pre and post test. In other words, KWL strategy is effective to improve reading achievement for male students. In the fourth question, the mean score for female students who learned analytical exposition text by using KWL in pre test was 54.58 and the mean score in post test was 70.20. T count shows 7.713, and df shows 23. It means that t0.05;23 = 1.771. Since t = 7.713 > t0.05;11 = 1.771, so the fourth null hypothesis was rejected. That means there is significant difference in reading achievement of female students in pre and post test. That means that KWL strategy is effective to improve reading achievement for female students. In the fifth question, the researcher used ANOVA. From the data shows that Sig of teaching startegies is 0.240 and α = 0.05, so α < Sig. It can be concluded that teaching strategies did not influence students’ achievement. In other words, there is no significant difference of the use of GIST and KWL strategies to improve reading achievement, so the fifth null hypothesis was accepted. In the sixth question, ANOVA was also used to analyze the significance difference of gender in using GIST and KWL to improve reading achievement. Based on the table 4.29, Sig of gender is 0.271 and α = 0.05, so α < Sig. It means that gender did not influence students’ reading achievement. In other words, there is no significant difference of gender in using GIST and KWL to improve reading achievement, so the sixth hypothesis was accepted. In the seventh question, ANOVA was also used to analyze interaction among GIST, KWL, reading achievement, and gender. Based on table 4.29, Sig of Strategies * Model is 0.318 and and α = 0.05, so α < Sig. It means teaching strategies and gender did not play significantly to improve reading comprehension. In other words, there is no interaction among GIST, KWL, reading achievement, and gender, so the seventh null hypothesis was accepted. 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