CHAPTER I

INTRODUCTION
A. Background of Study

Language is an important role in human life and people use language to

communicate with each other. Language gives us information and some knowledge,
but people use it to talk to each other and to express their thoughts, feelings,
opinions, desires and ideas. English has become a new international language.
Most of the spread of English took place without government direction. Advances
in technology have made it easy for people to access foreign languages and cultures.
According to Algeo (2010:1), “Many people around the world use English for
communication purposes. English has become the most widely spoken language of
any language on earth. It is used as an international language for communication
between people of different countries.In other words, English is the language of the
world.It can be used to communicate with native and non-native speakers all over
the world. Through the Internet, young people have come to love English-language
music, movies and celebrity news. This interest encourages more people to learn
English so it becomes very popular. So, English has become a world language
because we need a language that is easy for everyone to use. English is a world
language because it is considered a relatively easy language to learn.English is a
language that is in great demand by the people of Indonesia. Not only in Indonesia,
but also all over the world. The international language English is used in order to
be able to interact and communicate with people from other countries, those people
must use English, and Indonesians are no exception. differences in culture,
language, and others, is something that we will encounter, because every country
has a different language and culture, in this context, it has been determined that the
international language is English.
English is used as a foreign language in Indonesia. English as a foreign
language is used in informal situations in the same way that English is used for
academic purposes. This means that Indonesian English is not used on a daily basis
and is only studied as one of the subjects in schools. English should be included
again in the curriculum as mulok and if possible can or can include English in the
curriculum as a compulsory subject that is parallel to other subjects in school base.
English is loaded as a curriculum or English is equated with other lessons in
elementary school, this will not interfere mastery of the mother tongue, as stated by
(Panggabean, 2015) says that mastery of foreign languages including English does
not hinder even strengthen the mastery of the mother tongue, Indonesian. This is
very logical on the basis, Indonesian grammar and vocabulary are heavily
influenced by English. The wider a person's mastery of English linguistics, the more
it increases Indonesian language skills. (Maili, 2018)
 According to Gani, Yusuf, and Susiani as cited in (Babapour et al., 2019)‘
Reading comprehension is a complex, cognitive, meaning-building process that
involves the interaction of reader, text, and context. Therefore, students must have
a high reading interest to understand the text he reads. So, easy to gain knowledge
and insight from the reading text. Reading is an important need for students to gain
knowledge of global information mostly written in English. However, The
important part of reading text is understanding the meaning of the text self.
Knowing how to read words in the end has little value if the student unable to
construct meaning from the text. Reading is one of the English skills you must
acquire all students of language learning master good reading habits promote
comprehension and logic because it can absorb substances analytical, Critical,
Introspective (Wulandari et al., 2021). Reading comprehension is an important part
of the reading process because it creates a process of constructing the meaning of
the text. Teachers guide students to achieve the goal of teaching reading
comprehension competent and successful reader (Anggeraini et al., 2022).
Four language skills listening, reading, speaking, and writing are
prioritized for pupils to learn in English language instruction. Reading is
undoubtedly one of the most difficult skills for EFL students to acquire, despite the
fact that it is also one of the most crucial for learning a language, especially English.
The English teacher in the students' textbooks while they were in elementary school
through senior high school used a traditional and monotonous teaching method that
made the students bored. Even the majority of students pay little attention to the
lesson and rarely show up for class or complete their assignments. Students must
learn how to read, write, and speak. (Rahmawati, 2020).
There are many strategies to help students understand the content more
easily. The teachers needs imagination to examine reading texts using a method or
learning approach in order to provide solutions to these issues. These methods,
which the author finds interesting, have led to the development of the GIST
Strategy, a useful tactic for enhancing pupils' reading comprehension. Using the
GIST strategy in recount text to improve students' reading comprehension is one
way to make situations in teaching and learning activities more engaging. There are
numerous methods for facilitating pupils' easier comprehension of the subject
matter. To address these problems, the instructor will need to use creativity to
investigate reading materials using a strategy or learning approach. The GIST
Approach, a helpful method for improving students' reading comprehension, was
created as a result of these intriguing methods, according to the author. Making
teaching and learning activities more interesting involves employing the GIST
approach to use recount text to increase students' reading comprehension. Students
utilizing GIST must eliminate irrelevant material, choose important ideas, and
generalize their own words three critical techniques required for comprehension
and recall. This tactic encourages comprehension by having students distill lengthy
materials into concise summaries, enabling them to express ideas in their own
terms. (Rahmawati, 2020).
One of the lessons strategies that can be used in reading comprehension
classes understanding is GIST (Generating Interaction between Schemata and Text)
strategy. According to (Pebriani et al., 2022) GIST (generate interaction between
schema and text) is summary Strategies to support students how to comprehend
texts and write summaries. Furthermore, (Pebriani et al., 2022) states: connect or
exclude an idea, main idea or central idea superfluous and unnecessary information
and assistance students remember what they read. while using it GIST, students
create a summary consisting of 20 or less for ever growing text. " From these state
ments we can conclude the GIST strategy is an effective strategy used reading co
mprehension, especially reading comprehension of recount texts. Give students a
way to summarize information by discarding irrelevant information focus on the
keywords and ideas of aisle.
GIST is a strategy to support reading comprehension information text and
abstract. As mention by Margot in (Sumalu, 2022) The GIST strategy is a strategy
developed by James Cunningham. Help students learn how to select the most
important things from a text. Chinningham in (Zaim, 2019) state that GIST is a
summary strategies, summarizations allow students to focus on the main ideas of
the text, decide if it's required textually without avoiding critical IDCAS.
understanding the main idea is important for students. Main Idea Students can easily
understand the text. The GIST strategy is therefore the summary strategy that
students focus on determine the main idea of the text and find the important ones
without the key idea. Based on the description, the researcher focuses on her GIST
strategy in the classroom redisplay text.

Recount texts recount past events, but narrative texts create fictional stories
to entertain readers and provide moral lessons. This study will concentrate on how
teachers and students perception the usage of the gist strategy in teaching recount
texts, as defined by Anderson & Anderson as cited in (Husna & Multazim, 2019),
A recount text is a text that retells past events, usually in the order in which they
happened. The social function of this text is to tell past experiences through retelling
of events order. Examples of stories include testimonials, diaries, personal letters,
and event reports.
In a recent years researched by a student from the undergraduate English language
education study program at the Bosowa University Makassar ”Gist Strategy in
Teaching Recoun Text for Students in Writing Skill at SMPN 8 Makassar”
(Sumalu, 2022) the researchers studied to find out if there is a significant difference
before and after being taught GIST strategy in recount text for students in writing skill
especially in summarization. The author feels that in the world of education, especially
English education program students in Indonesia, they rarely do this research. Based on
the description of gist strategy in accomplishing research project problem above, this is
 necessary for the researcher could minimize and find the teachers and student' perceptions
what the difficulties use “gist strategy” and what the benefit of using the gist stratgey.
Therefore the author research with the title of “Teacher And Student’ Perception
About The Usage Gist Strategy In Teaching English Recount Text ”
B. Focus and Sub Focus of Study
1. Focus
This research focus on teacher and student’ perception about the usage gist strategy
in teaching recoun text.
2. Sub focus
The sub focus of this research are :
1. Teacher and student’ perception about the benefits usage gist strategy in teaching
recoun text.
2. Teacher and student’ perception about the barriers or difficulties usage gist strategy
in teaching recoun text.
C. Formulation of the Problem
Based on the background of the study above, the problem questions can be
formulated as follows:
1. What are the perceptions of the teacher and student’ about the benefits of the usage
gist strategy in teaching recount text?
2. What are the Teacher and student’ perception about the barriers or difficulties usage
gist strategy in teaching recoun text?

D. Aim of the study

The purpose of the study is to :

1. To find out the perceptions of teacher and students about the benefits of the usage
gist strategy in teaching recount text
2. To find out the perceptions of teacher and student’ perception about the barriers or
difficulties usage gist strategy in teaching recoun text

E. Benefit of the study

1. The usefulness of this study is to contribute to a deep understanding of

teacher and students perception about the usage gist strategy in teaching
recount text.
2. The results of this study are use as additional information and input related
to the analysis of the English Department Students’ gist strategy' in
accomplishing English research project.
3. It is hope that the results of this study will serve as a reference for further
research on (gist strategy) associated with English teacher-student analysis
in order to gain theoretical knowledge, understanding and insight into the
research process in University Setia Budhi Rangkasbitung