IMPROVING THE VII-A GRADE STUDENTS’ DESCRIPTIVE TEXT READING COMPREHENSION ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION THROUGH SKIMMING AND SCANNING TECHNIQUES AT SMP NEGERI 2 BALUNG JEMBER
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This Classroom Action Research was intended to improve the VII-A grade students’ reading comprehension achievement through Skimming and Scanning techniques at SMPN 2 Balung Jember in the 2011/2012 academic year. Based on the preliminary study in the form of interview with the English teacher of SMPN 2 Balung Jember, it was found that the students of class VII-A had difficulties in comprehending reading texts. They took a long time to comprehend the texts and also had difficulties in finding general and specific information of the texts. Besides, the students also lacked of participation in the classroom during the reading teaching and learning process. This was proven by their English scores which showed that there were 18 out of 36 students (50%) who could achieve the minimum score requirement for the English subject, 70. The researcher tried to overcome the problem by applying different techniques that were Skimming and Scanning. The data collection methods used were reading comprehension test and the observation to get the primary data. The data were analyzed statistically using percentage score. The action was implemented in two cycles. The first cycle was done in three meetings including the test. The results of the classroom observation showed that 47.2% in meeting 1 and 64% in meeting 2 of the students were active during the teaching learning process. It showed that there was improvement of the students’ active participation from meeting 1 to meeting 2, but it had not achieved the criteria of success of the research that was 70% or more of the students who were active in reading teaching learning process. In addition, the result of the reading comprehension test in the first cycle had not achieved the criteria of success of the research that was 70% of the students got ≥ 70 in the reading comprehension test. The percentage of the students who got score ≥ 70 was only 24 students or 61.11% out of 36 students. Based on the results of the first cycle above, the second cycle was necessary to be conducted. Some revisions had been made to solve the problems found in the first cycle. The revisions were: 1) explaining the procedures of Skimming and Scanning more clearly and gave more examples how to apply the Skimming and Scanning techniques in reading, and 2) encouraging the students to be more active in the discussion session by giving rewards to the students who actively involved in the discussion. The classroom observation and reading comprehension test in the second cycle showed an improvement. In the classroom observation, the students’ active participation showed that 78% in meeting 1 and 83% in meeting 2 of the students actively participated in the teaching learning process. So, the result of the observation in meeting 1 and meeting 2 had achieved the criteria of success of the research. In the reading comprehension test, the percentage of the students who got score ≥ 70 in the reading comprehension test was 29 students, or 80.56% out of 36 students. Based on those results, it can be concluded that the actions in the second cycle were successful because the results of classroom observation and reading comprehension test had achieved the criteria of success of the research. Finally, it can be summarized that the use of Skimming and Scanning techniques could improve the VII-A students’ reading comprehension achievement and their active participation in the reading teaching learning process at SMPN 2 Balung Jember. Some suggestions are also suggested to the English teacher, students, and future researchers to use Skimming and Scanning techniques to improve the students’ reading comprehension achievement and their active participation in the reading teaching and learning process.