| dc.description.abstract | Based on the result of semi structured interview with the year 8 English
teacher of SMP 01 Ambulu Jember, the students of the year 8 especially 8G had
difficulty in comprehending text and they were pasive in joining the English
reading class. It was proved by the fact that 8G had low score in the previous
English test which mainly covered by reading. The result showed that their
average score was 65. It was still under the school standard score requirement, 70.
Considering the problems above, this classroom action research was undertaken
colaboratively with the English teacher to overcome the problem by using
skimming and scanning techniques. The procedures of the teaching and learning
process were as follows : at the first time, the students did the pre-reading. In this
activity, the researchers gave them some leading questions, and then introduced
the technique of skimming and scanning technique including the definition, the
function, what kinds of text will work on, and how the students skim and scan the
text. The next step was whilst reading. In this activity, the researchers asked the students to focus on the questions first to get the key word of the questions. Then,
the students decided what techniques that would be suitable for those questions,
and finally they skim or scan the text to find the right answers. After answering all
the questions, the english teacher and the researcher discussed the correct answer
with the students together. At this stage, the teacher monitors the students’ active
participation during the teaching and learning process. At last, the students had
post reading. In this step, post reading activity was intended to gave follow up
actifities. The activities included gaving further questions, drew the conclusion
and evaluated the students’ progress.
Classroom Action Research design was applied in this study. The action
research was carried out to improve the students’ reading comprehension
achievement by using skimming and scanning techniques at the year 8G of SMP
Negeri 01 Ambulu Jember. This classroom action research was done sequencely
or step by step, namely planning the action, implementing the action, monitoring
(by observation) and evaluation; and analysis and reflection. In the
implementation, there were two meetings in cycle one and two meetings in cycle
two. The classroom observation used an observation checklist to identify the
students’ active participation in joining the reading class activities, while the
reading comprehension test used objective test in the form of multiple choice,
True/false and short answer. There were two criteria used to evaluate the success
of the actions in this research. There were : (1) the actions were considered
successful if 75% of the students were active in the teaching and learning process
of reading comprehension by using skimming and scanning (2) the action were
successful if 75% of the students got at least the score of 70 (≥70 ).
The Result of the actions in cycle one was unable to reach the research
target requirement. Three of students were absent and thirty students were present.
There were 20 of 30 students or 66.66% of the students who were active in joining
the reading comprehension class by using skimming and scanning in the first
meeting of cycle one while in the second meeting of cycle one, all of the students
were present. There were 23 of 33 students or 69.69% of the students who were active in joining the reading comprehension class by using skimmming and
scanning techniques. In addition, there were only 19 of 33 students or 57.57% of
the students could achieve the target score of 70 ( ≥ 70 ). However, there was an
improvement on the students’ active participation in joining the reading
comprehension class and reading comprehension achievement by using skimming
and scanning in cycle 2. There were 24 of 33 students or 72.72% of the students
who were active in joining the reading comprehension class by using skimming
and scanning in the first meeting while in the second meeting there were 27 of 33
students or 81.81% of the students who were active in it. Then, the number of
students who got at least 70 ( ≥ 70) also increased from 19 of 33 students to 26 of
33 students or from 57.57 % to 78.78 %. Therefore, the actions were stopped.
Considering the result of the research, it is suggested that the English
teacher also uses skimming and scanning techniques as an alternative teaching
techniques in teaching reading comprehension because it has been proved that the
teaching reading comprehension by using skimming and scanning techniques can
improve both students’ active participation in joining the reading comprehension
class and students’ reading comprehension achievement. And for the students,
they are suggested to use skimming and scanning technique to improve their
reading comprehension skill because skimming can help the students to
comprehend general information quickly and skimming can help them to
comprehend specific information quickly. And in this research result can be
valuable information for the future researchers who has the same problem in
reading, so they can solve the problem by conducting the research by using
skimming and scanning technique | en_US |
