THE EFFECT OF USING STORY MAPPING ON STUDENTS SUMMARY WRITING ACHIEVEMENT ON THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1 BALUNG

Abstract

Improving The Grade X-3 Students’ Active Participation and Their Descriptive Text Reading Comprehension Achievement Through Skimming and Scanning Techniques at SMA Negeri Rambipuji Jember; Rudy Setiawan, 090210401056; 2014: 62 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 X-3 students’ reading comprehension achievement through Skimming and Scanning techniques at SMAN Rambipuji Jember in the 2013/2014 academic year. Based on the preliminary study in the form of interview with the English teacher of SMAN Rambipuji, it was found that the students of class X-3 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 18 out of 35 students (50%) who could achieve the minimum score requirement (70) 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 43% to 63%, 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 not achieved the criteria of success of the research that was 75% of the xv students got score of ≥ 70 in the reading comprehension test. The percentage of the students who got score ≥ 70 was only 22 students or 63% out of 35 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: explaining the procedures of Skimming and Scanning more clearly and gave more examples how to apply the Skimming and Scanning techniques in reading. The classroom observation and reading comprehension test in the second cycle showed an improvement. In the classroom observation, the students’ active participation showed that 77% 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 28 students, or 80% out of 35 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 X-3 students’ active participation and their reading comprehension achievement in the reading teaching learning process at SMA Negeri Rambipuji Jember. 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.