read the words, but face much difficulty in expressing their comprehension.
In addition, Davis 1995: 133 defines reading into five purposes, which are reading for pleasure, for general impression, for
organizing reading and study, for learning content or procedures, and the last for language learning. Reading for general impression is
meant to gain an idea of t he writer‘ point of view and overall
impression of the ‗tone‘ of a text. Reading for organizing reading and study is to identify the important content of a text, answer the specific
questions, and decide which section of a text to start studying. Reading for learning content or procedures means that it is aimed to
gain an understanding of new concepts, to learn certain facts from a text and to follow instructions. Reading for language learning means
that it is aimed to ‗translate‘ the text, literally, to learn new vocabulary, to identify ‗useful‘ structures, to use the text as a model
for writing, and to practice pronunciation.
B. CONCEPTUAL FRAMEWORK
Reading is the act of responding with appropriate meaning to printed or written symbols. It is not a passive activity but it is an active activity that
involves the readers, act to be active in the process of able to read effectively the written materials. The goal of reading is to comprehend the meaning from
text. Then, it can be said that reading involves two components that are
interrelated. They are texts and readers. Good reading comprehension ability is affected by the quality of the reading materials that can be read. Then, the
selection of the materials becomes an important thing to determine the success in able to read effectively.
In the teaching learning process, all students are served by many kinds of learning materials. It is hoped that it can increase students‘ knowledge and
experience; of course, they are going to be successful in learning English well. However, all students come from different background, of course, they
have brought with them into the classroom a variety of feeling, values, and concept about school, books includes Local Texts, as the learning materials,
teachers‘ especially English teachers, and also themselves. Then, it can courage and encourage students‘ motivation to learn and achieve their
learning goals. Each student has their own perception to the learning materials
especially learning reading material that they learned. Perhaps, they have different perception in the same learning reading materials. These perceptions
support their motivation to learn the materials. If the learning materials are teacher‘ perception-based, they will consider the material difficult to able to
read effectively. Then, they will get hard to learn materials. Meanwhile, if the materials are students‘ finding their selves from other resources, they will get
bored and tended to think that the materials are not challenging to them. Therefore, the researcher suggested to use Local Text for reading and with
compromised English teacher using scanning and skimming.
The students‘ reading ability refers to learning process and learning outcome. In the learning process, it is important to students ensure the goal of
the course, the reason for the way it is organized and taught, and the approaches to learning they will be encouraged to take. Students enter a
course with their own views of teaching learning and these may not be identical to those of their teacher. How do students see the roles of teachers
and them, what do students feel about such things such as memorization based on their content map, share worked, the importance of grammar and
pronunciation, are how students viewed of learning. One more important thing is motivation. It is needed to students to do the task. As mentioned
earlier that if students do not have motivation to read effectively, they won‘t
able to do the task through Local Text with scanning and skimming or to do the test.
In the learning process, many reading texts include local texts with scanning and skimming is given to check students understanding of texts. As
much questions from texts as possible is better also to see students‘
comprehend of what they have read.
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CHAPTER III METHODOLOGY
The action research study involved working with a group of ten students to see if Local Text with Scanning could improve their reading ability. The students
in this study attended this school in a large-sized of Papuan native. The majority of students walk to school and there is a sense of community even though the
school is located in average of students‘ parents‘ educational background are
junior and senior school. Approximately more than 300 students attended the school, in grades Junior to Grade 7, at the time of the research. A small percentage
20 of the students speaks Indonesian language than English at home. This chapter describes the methodology used in the study. It begins with
an overview of, and rationale for, the action research that the researcher employed to conduct the study. There is also information about the selection of participants,
and how ethical considerations were addressed. A significant portion of the chapter describes the program the researcher used with the students during the
study and the process by which quantitative and qualitative data were collected. The chapter concludes with the methods used to analyses and verify the data.
