STUDENT-CENTERED STRATEGIES FOR EFL READING: EVIDENCE FROM GIST AND RSS APPLICATION
DOI:
https://doi.org/10.47178/tv9cbn04Keywords:
GIST strategy, Reciprocal Summarization Strategies, reading comprehension, EFL students, vocational school students.Abstract
This study examined the effectiveness of combining the Generating Interaction between Schemata and Text (GIST) strategy with Reciprocal Summarization Strategies (RSS) in improving the reading comprehension of first-grade vocational students at SMAN 20 Gowa. The study was conducted in response to common difficulties experienced by EFL students, such as limited vocabulary, low motivation in reading activities, and challenges in understanding English texts. To address these problems, the researcher implemented an integrated reading approach that encouraged students to summarize, discuss, and interpret texts collaboratively during classroom learning. The research employed a pre-experimental method using a one-group pre-test and post-test design. Reading comprehension tests were administered before and after the implementation of the GIST and RSS strategies. During the treatment sessions, students were guided to identify main ideas, summarize information, and participate actively in group discussions to construct meaning from the texts. The findings revealed a significant improvement in students’ reading comprehension after the treatment. The mean score increased from 44.33 on the pre-test to 82.67 on the post-test, indicating that the integration of GIST and RSS strategies positively affected students’ reading achievement. Furthermore, students became more active and engaged in the learning process. The study concludes that the integration of GIST and RSS can serve as an effective alternative strategy for teaching reading comprehension, particularly in vocational school contexts. The strategy also promotes collaborative learning, critical thinking, and students’ confidence in understanding English texts. Future researchers are recommended to involve larger samples and different educational settings to obtain broader findings.
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