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
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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.
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How to Cite
Hana, A. M., -, W., & Faridi, A. (1). 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. English Education Journal, 5(2). Retrieved from https://journal.unnes.ac.id/sju/eej/article/view/9803
References
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Brown, H. D. (2001). Teaching by Principle: An Interactive Approach to Language Pedagogy, Second Edition. New York: Addison Wesley Longman, Inc.
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Cohen, L., and L. Manion. 1989. Education Research. New York: Routledge.
Finochiaro, M. (1974). English as a Second Language: from Theory to Practice. New York: Regents Publishing Company, Inc.
Fengjuan, Z. 2010. The Integration of the Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors. Chinese Journal of Applied Linguistics (Bimonthly), Vol. 33 No.4. August 2010.
Gardner, R. C., Trembaly, P. F., & Masgoret, A. (1997). Towards a Full Model of Second Language Learning: an Empirical Investigation. The Modern Language Journal 81, 345-62.
Gerot, L., and Wignell, P. (1994). Making Sense of Functional Grammar. New South Wales: Gerd Stabler.
Hadfield, J. (1999). Presenting New Language. New York: Oxford University Press.
Hamra, A., and Syatriana, E . (2010). Developing a Model of Teaching Reading Comprehension for EFL Students. TEFLIN Journal, Volume 28 21, Number 1, February 2010.
Harmer, J. (2007). How to Teach English. Essex: Pearson Education.
Hussein, M. H. (2014). KWL-Plus Effectiveness on Improving Reading Comprehension of Tenth Graders of Jordanian Male Students. Theory and Practice in Language Studies, Vol. 4, No. 11, pp. 2278-2288, November 2014.
Kumari, V. S. N., and Jinto, M. (2014). Effectiveness of KWL Metacognitive Strategy on Achievement in Social Science and Metacognitive Ability in Relation to Cognitive Styles. International Journal of Educational Research and Technology. Volume 5 [1] March 2014: 92-98
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Mikulecky, B. S., and Jeffries, L. (2003). More Reading Power. New York: Pearson Education.
Nunan, D. (1992). Research Method in Language Learning. New York: Cambridge University Press.
Ogle, D. M. (1986). KWL: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570.
Olsen, R., and S. Kagan. (1992). About Cooperative Learning. In C. Kessler (ed.), Cooperative Language Learning: A Teacher’s Resource Book. New York: Prentice Hall. 1-30.
Philip, A. (2010). The Effectiveness of KWL (Know, Want To Learn, Learned) in Teaching of Reading Viewed From Students’ English Learning Interest (An Experimental Research in the Ninth Grade Students of SMP Negeri 8 Probolinggo Academic Year 2009-2010). Retrieved on January 11, 2011. From http://digilib.uns.ac.id/pengguna.php?mn=showview&id=14621
Richards, J. C., and Rodgers, T. S. (2001). Approach and Methods in Language Teaching. Cambridge: Cambridge University Press.
Richardson, J., and Morgan, R. (2000). Reading to Learn in the Content Areas. Belmont, CA: Wadssworth.
Riswanto, et al. (2014). The Effect of Using KWL (Know, Want, Learned) Strategy on EFL Students’ Reading Comprehension Achievement. International Journal of Humanities and Social Science Vol. 4, No. 7(1); May 2014.
Roozkhoon, M., et al. (2013). Evaluating KWL Charts Strategy in relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts. English Linguistics Research Vol. 2, No. 1; 2013.
Ruddell, M. R. (2005). Teaching Context Reading and Writing. Hoboken: John Wiley and Sons.
Vacca, R. T. and Vacca, J. A. (1999). Content Area Reading Literacy and Learning across the Curriculum. Hoboken: Addison Wesley Educational Publisher.
Woolley, G. (2010). A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits. Australasian Journal of Special Education, 34, pp. 119-132 doi:10.1375/ajse.34.2.119
Brown, J. D. (1980). Principles in Language Learning and Teaching. New Jersey: Prentice Hall.
Brown, H. D. (2001). Teaching by Principle: An Interactive Approach to Language Pedagogy, Second Edition. New York: Addison Wesley Longman, Inc.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language (3rd edition). Boston: Thomson Learning, Inc.
Cohen, L., and L. Manion. 1989. Education Research. New York: Routledge.
Finochiaro, M. (1974). English as a Second Language: from Theory to Practice. New York: Regents Publishing Company, Inc.
Fengjuan, Z. 2010. The Integration of the Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors. Chinese Journal of Applied Linguistics (Bimonthly), Vol. 33 No.4. August 2010.
Gardner, R. C., Trembaly, P. F., & Masgoret, A. (1997). Towards a Full Model of Second Language Learning: an Empirical Investigation. The Modern Language Journal 81, 345-62.
Gerot, L., and Wignell, P. (1994). Making Sense of Functional Grammar. New South Wales: Gerd Stabler.
Hadfield, J. (1999). Presenting New Language. New York: Oxford University Press.
Hamra, A., and Syatriana, E . (2010). Developing a Model of Teaching Reading Comprehension for EFL Students. TEFLIN Journal, Volume 28 21, Number 1, February 2010.
Harmer, J. (2007). How to Teach English. Essex: Pearson Education.
Hussein, M. H. (2014). KWL-Plus Effectiveness on Improving Reading Comprehension of Tenth Graders of Jordanian Male Students. Theory and Practice in Language Studies, Vol. 4, No. 11, pp. 2278-2288, November 2014.
Kumari, V. S. N., and Jinto, M. (2014). Effectiveness of KWL Metacognitive Strategy on Achievement in Social Science and Metacognitive Ability in Relation to Cognitive Styles. International Journal of Educational Research and Technology. Volume 5 [1] March 2014: 92-98
Mc. Kay. (2006). Researching Second Language Classroom. London: Lawrence Erlabaum Associates Publisher.
Mikulecky, B. S., and Jeffries, L. (2003). More Reading Power. New York: Pearson Education.
Nunan, D. (1992). Research Method in Language Learning. New York: Cambridge University Press.
Ogle, D. M. (1986). KWL: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570.
Olsen, R., and S. Kagan. (1992). About Cooperative Learning. In C. Kessler (ed.), Cooperative Language Learning: A Teacher’s Resource Book. New York: Prentice Hall. 1-30.
Philip, A. (2010). The Effectiveness of KWL (Know, Want To Learn, Learned) in Teaching of Reading Viewed From Students’ English Learning Interest (An Experimental Research in the Ninth Grade Students of SMP Negeri 8 Probolinggo Academic Year 2009-2010). Retrieved on January 11, 2011. From http://digilib.uns.ac.id/pengguna.php?mn=showview&id=14621
Richards, J. C., and Rodgers, T. S. (2001). Approach and Methods in Language Teaching. Cambridge: Cambridge University Press.
Richardson, J., and Morgan, R. (2000). Reading to Learn in the Content Areas. Belmont, CA: Wadssworth.
Riswanto, et al. (2014). The Effect of Using KWL (Know, Want, Learned) Strategy on EFL Students’ Reading Comprehension Achievement. International Journal of Humanities and Social Science Vol. 4, No. 7(1); May 2014.
Roozkhoon, M., et al. (2013). Evaluating KWL Charts Strategy in relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts. English Linguistics Research Vol. 2, No. 1; 2013.
Ruddell, M. R. (2005). Teaching Context Reading and Writing. Hoboken: John Wiley and Sons.
Vacca, R. T. and Vacca, J. A. (1999). Content Area Reading Literacy and Learning across the Curriculum. Hoboken: Addison Wesley Educational Publisher.
Woolley, G. (2010). A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits. Australasian Journal of Special Education, 34, pp. 119-132 doi:10.1375/ajse.34.2.119