The Objective of Study

8 passage, meanwhile, scanning is the ability to search particular information. 7 When skimming, readers read the passage quickly to get something important of it or to get the writer’s notion of it. As Mather and McCarthy state that readers will jump some sentences or paragraphs because the goal of skimming is to get a short description quickly in order to recognize the main ideas. 8 It means that skimming is to underline the important points from a passage. When scanning, readers only search particular information of the passage as quickly as possible until they get what they are looking for. According to Pavlik, “Scanning is a technique for finding facts. It finds simple answers to questions such as: Which? What kind? How many? Where?” 9 It means that scanning is to mark what readers need in the passage. The writer concludes that intensive reading and extensive reading are compliment each other. Teachers have to pay much attention to extensive reading as well as intensive reading. Teachers can not ignore the extensive reading if they want their students be skilled readers.

3. The Strategies of Reading

Before reading a text, students need to take some strategies to be a smart reader in order to understand it easily. Sometimes, students have lack of preparation to read a text and it makes them get confused. Lewin has proposed some strategies to make reading easier to be both understood and comprehended. Those strategies are: a. Focus strategies: selectively attend to significant information. b. Information-gathering strategies: acquire needed new information. c. Self-regulating strategies: monitor one’s own construction of meaning metacognition. d. Generating strategies: produce new information, meanings, ideas, and summaries. 7 Team of Five, Improving Reading Skill in English for University Students, Jakarta: Kencana, 2006, p. 40. 8 Peter Mather and Rita McCarthy, Reading and All That Jazz, Tuning Up Your Reading, Thinking, and Study Skills, New York: McGraw-Hill Companies, Inc., 2007, p. 531. 9 Cheryl Pavlik, Read Smart 3, New York: McGraw-Hill Companies, Inc., 2004, p. 2.