THE EFFECT OF USING SKIMMING AND SCANNING TECHNIQUES ON THE ELEVENTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMAN 1 PESANGGARAN BANYUWANGI
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There were two kinds of data in this research, namely primary data and secondary data. The primary data of this research were collected from the students’ scores of reading pretest and posttest, while secondary data were collected from interview and documentation. The result of interview and documentation were used to support the primary dat. The scores from the result of reading pretest and posttest were used to compare the students’ reading comprehension of the two groups after the treatment. Based on the results of students’ score analysis through Independent Sample t-test that were analyzed by using SPSS, the mean score of the experimental class was 83.1176, while the mean score of the control class was 77.6471. The degree of freedom was 68. The value 68 here was the total number of students from both classes (the experimental and the control groups). Moreover, in the output of t-test column showed sig. value was 0.000. It was lower than 0.05. It means that the mean scores of two groups were different. According to the mean score of two groups, we could see that there was a significant difference between the mean scores of the experimental and the control groups. It proved that the null hypothesis in this research “There is no a significant effect of using skimming and scanning techniques on the eleventh grade students’ reading comprehension achievement at SMAN 1 Pesanggaran, Banyuwangi” was rejected and the alternate hypothesis “There is a significant effect of using skimming and scanning techniques on the eleventh grade students’ reading comprehension achievement at SMAN 1 Pesanggaran, Banyuwangi” was accepted. Based on the research result above, it could be concluded that skimming and scanning techniques can be recommended to the English teacher as teaching techniques in reading comprehension class and to give variation in teaching learning process of reading.