Students’ Lived Experiences in Using the GIST Strategy for Summarizing Localized Texts

This study explored the lived experiences of secondary school learners in using the GIST (Generating Interactions between Schemata and Text) strategy for reading comprehension through localized texts. Employing a qualitative research approach, the study examined how learners experienced the strategy and perceived its influence on their reading comprehension and engagement with culturally familiar reading materials. The analysis generated four major themes: (1) enhanced learner engagement through active reading participation, (2) improved comprehension through identifying key ideas and summarizing information, (3) strengthened personal and cultural connections through localized texts, and (4) increased confidence and motivation in reading. These themes demonstrate that the GIST strategy, when integrated with localized reading materials, promotes meaningful learning experiences by supporting comprehension, encouraging active participation, and fostering deeper connections between learners and the texts they read. The findings underscore the value of combining structured reading strategies with culturally contextualized materials to enhance both the cognitive and affective dimensions of literacy instruction, ultimately contributing to the holistic development of competent, confident, and motivated readers.