SKIMMING AND SCANNING: READING TECHNIQUES TO IMPROVE VIIIB GRADE STUDENTS’ ACTIVE PARTICIPATION AND RECOUNT TEXT READING COMPREHENSION ACHIEVEMENT AT SMPN 1 ARAJASA

Abstract

Skimming and Scanning: Reading Techniques to Improve VIIIB Grade Students’ Active Participation and Recount Text Reading Comprehension Achievement at SMPN 1 Arjasa; Ananda Ahmad Taufiq An Nuruddin Al Blitary, 110210401002; 2016: 122 pages; English Education Program, Language and Arts Department, Faculty of Teacher Training and Education, Jember University This Classroom Action Research was intended to improve the grade VIIIB students’ reading comprehension achievement through Skimming and Scanning techniques at SMPN 1 Arjasa in the 2015/2016 academic year. Based on the preliminary study in the form of interview with the English teacher of SMPN 1 Arjasa, it was found that the students of class VIIIB experienced difficulties in comprehending reading texts, especially in finding the general and specific information of the texts. Besides, the students also lacked of participation in the classroom during the reading teaching and learning process. Furthermore, there were 2 out of 30 students (6,67%) who could achieve the minimum score requirement 75 for the English subject. To overcome the problem, Skimming and Scanning techniques were applied. The data collection methods in this study were a reading comprehension test and observation, and the data were analyzed statistically using percentage formula. 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 the students were not all active during the teaching learning process. In other words, there was improvement of the students’ active participation in cycle 1 from 60% in meeting 1 to 70% in meeting 2, but the criteria of success in cycle 1 was 75% of the students categorized as active was not achieved in the reading teaching and learning process. In addition, the result of the reading comprehension test in the first cycle had achieved standard minimum requirement score to pass the test was75% or more students achieved at least 65 in reading comprehension test. There were 19 students (63,33%) who got score at least 65 in reading comprehension test. Based on the finding, it was found that although many students’ achieve the requirement score, the participation had not reached the requirement yet. Therefore, cycle 2 was conducted. The revisions were: in cycle 2 the researcher must give clearer explanation on each meeting to make the students easier to do the exercises given by the researcher. The classroom observation and reading comprehension test in the second cycle showed an improvement. In the classroom observation, the students’ active participation showed that 80% in meeting 1 and 83,33% 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 at least 65 in the reading comprehension test was 24 students, or 80% out of 30 students. Based on those results, it can be concluded that the actions in cycle 2 were success 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 VIIIB students’ active participation and their reading comprehension achievement in the reading teaching learning process at SMPN 1 Arjasa. Some suggestions were also suggested to the English teacher, students, and future researchers to use Skimming and Scanning techniques to improve the students’ active participation and their reading comprehension achievement in the reading teaching and learning process