Abdul Ayiz, 0203514085 (2017) THE EFFECTIVENESS OF GRAPHIC ORGANIZERS AND GIST STRATEGIES IN TEACHING READING COMPREHENSION TO STUDENTS WITH DIFFERENT READING HABITS THE CASE OF THE TWELFTH GRADERS OF MA SHOLAHUDDIN DEMAK IN THE ACADEMIC YEAR 2016/2017. Masters thesis, Pascasarjana.

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Abstract

Reading comprehension is perceived to be difficult for many students in high schools due to some elements which needs to be mastered such as vocabularies, text structures, grammar and others. Furthermore, the teaching strategy used in reading class is usually conventional and tend to be boring. Thus, innovative and attractive strategies are needed to enable students to achieve their best reading performance. Graphic Organizers strategy and GIST strategy were assumed to be the appropriate strategies applied to improve the students’ reading comprehension. This study is an experimental research with a factorial design which was aimed to investigate (1) the effectiveness of GOs strategy to enhance reading comprehension of students with good reading habits (2) the effectiveness of GOs strategy to enhance reading comprehension of students with poor reading habitsn (3) the effectiveness of GIST strategy to enhance reading comprehension of students with good reading habits (4) the effectiveness of GIST strategy to enhance reading comprehension of students with poor reading habits (5) the significant difference between the use of GOs and GIST strategies to enhance reading comprehension of students with good and poor reading habits (the significant difference between the students with good and poor reading habits taught by using GOs and GIST strategy to enhance students’ reading comprehension (7) the interaction among GOs and GIST strategies, reading comprehension and reading habits. The population of the study were the twelfth grader students of MA SholahuddinDemak in the academic year of 2016/2017. The samples were taken from two classes, the first and the second experimental groups. GOs was used in the first experimental group while GIST strategy was used in the second experimental group. To answer research questions number one up to four, 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 the seventh question. The result of this study showed that (1) GOs strategy is effective to enhance reading comprehension of students with good reading habits (2) GOs strategy is effective to enhance reading comprehension of students with poor reading habits (3) GIST strategy is effective to enhance reading comprehension of students with good reading habits (4) GIST strategy is effective to enhance reading comprehension of students with poor reading habits (5) there is no significant difference between the use of GOs and GIST strategies to enhance reading comprehension of students with good and poor reading habits (6) there is no significant difference between the students with good and poor reading habits in reading comprehension taught by using GOs and GIST strategies (7) there is no interaction among GOs, and GIST strategies, reading comrprehension and reading habits.

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