• Utari Nadia Salsabila Universitas Islam Negeri Fatmawati Sukarno Bengkulu, Bengkulu, Indonesia
Keywords: Generating Interaction between Schemata and Text (GIST) Strategy,, Reading Comprehension,, Narrative Text.


This research is conducted on the basis of the researcher’s observatthathere the students are getting difficulties to understand the meaning of texts. The objective of the research is to find out the effectiveness of GIST strategy to teach students’ reading comprehension of narrative text. This research involved 50 students. 25 students were in the experimental class and 25 students were in the control class. The researcher used cluster random sampling to determine a sample. An instrumented test to collect the data used test. They are pre-test and post-test. The type of test is multiple choices test. The assessment of the test result was focused on students’ reading comprehension on narrative texts. Furthermore, the data was analyzed by using statistical analysis technique and the hypothesis used t-test.  Based on the computation of result, the average of pre-test score of experimental class was 65.5 and the control class was 57.72. Meanwhile, the average of post- test score in the experimental class was 80.2 and the one in the control class was 72.2. So, it can be concluded that based on the result, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The reason alternative hypothesis was accepted because the p- value (0.045) was lower than sig. α = 0.05 (5%). So, it means that there was a significance increase after applying GIST strategy on teaching students’ Reading comprehension on Narrative text


Boardman, A. G., Buckley, P., Vaughn, S., Roberts, G., Scornavacco, K., & Klingner, J. K. (2016). Relationship Between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents With Disabilities. Journal of Learning Disabilities, 49(6), 644–657.
Hashemi, A. (2021). The effects of using games on teaching vocabulary in reading comprehen-sion: a case of gifted students. Journal for the Education of Gifted Young Scientists, 9(2), 181-191.
Khasawneh, M. A. S., & Al-Rub, M. O. A. (2020). Development of reading comprehension skills among the students of learning disabilities. Universal Journal of Educational Research, 8(11), 5335–5341.
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of meta-cognitive strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862.
Nirmaulana, Eman Wahyudi K. “The Implementation of Gist (Generating Interaction Between Schemata and Text) Strategy to Improve Students’ Reading Comprehension of The Tenth Grade Stu-dents at SMAN 16 Makassar”. Jurnal Lingue. (Vol. 2, No. 1, 2020), h. 61-71.
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.
Rahmawati, W., Anita, F., & Hafis, M. (2020). Teaching Students' Reading Comprehension by Using Generating Interactions between Schemata and Text (GIST) Strategy. 1(1).
Rodearta Purba. (2018). Improving the Achievement on Writing Narrative Text through Dis-cussion Starter Story Technique. Australian International Academic Centre PTY.LTD. 2203-4714.
Sari, Echa Ananda. 2021. The Effect of Google Classroom as Blended Learning Media Integrat-ed with Inference Strategy to Improve Students’ Reading Ability. Skripsi. Institut Agama Islam Negeri Bengkulu. Bengkulu
Walugianah, 2017 The Effectiveness of Using Gist (Generating Interaction Between Schemata and Text) Strategy to Teach Students’ Reading Comprehension on Narrative Text. Skripsi. Universitas Islam Negeri Semarang. Semarang
Westhisi, S. M. (2019). Metode fonik dalam pembelajaran membaca permulaan bahasa inggris anak usia dini. Tunas Siliwangi: Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung, 5(1), 23-37.