The experimental group was given the treatment in two meetings. The first meeting, it was taught reading by using skimming technique and the second
meeting, it was taught reading by using scanning technique. The description of teaching reading by using skimming and scanning techniques was as follows.
First, opening the teaching and learning process, including greeted the students, checked the students’ attendance list and stated the objective. Second, doing the
main activities of teaching including divided the students into groups consist of two students, explained about recount text and the example, explained about
skimming technique and practiced the students’ to answer questions by using skimming technique with their partner. Third, closing the activities, including
drew conclusion about the materials and parted the students. On the second meeting, the technique used by the researcher is scanning technique with the same
activities. In the control group, the researcher did not give any treatment. It means
that the researcher did not use skimming and scanning techniques in teaching reading. The control group was taught reading by using discussion technique. The
students read the whole text with their partners, found the difficult words in the text and answered the questions.
The description of the treatment had been explained in the lesson plan enclosed in Appendices G and H for the experimental group and in Appendices I
and J for the control group.
4.2 The Results of the Interview
The interview was conducted informally with the English teacher of the eighth grade in SMPN 1 Silo. It was done on December, 13
th
2014. The English teacher informed that he used discussion technique in teaching reading
comprehension. He said that his role in the teaching and learning reading was helping the students to find the meaning of the difficult words they got from the
text. By understanding all the words in the text, the students would comprehend the text well. The English curriculum used in the eighth grade of SMPN 1 Silo is
Institutional Based Curriculum KTSP 2006. In teaching English, the English
teacher used STAR workbook for the students’ handbook. He never used skimming and scanning techniques in teaching reading comprehension.
Appendix B for the complete interview
4.3 The Results of the Documentation
The documentation in this research was done to get the number and the names of the respondents of the research. The data were collected on December,
13
th
2014. The total number of the eighth grade of SMPN 1 Silo in the 20142015 academic year was 175 students consisting of 5 classes. The distribution of the
students can be seen in the table below:
Table 4.3 The Total Number of the Eighth Grade Students of SMPN 1 Silo in the 20142015 Academic Year
No Class
Male Female
Total
1. VIII A
16 20
36 2.
VIII B 18
18 36
3. VIII C
14 20
34 4.
VIII D 13
23 35
5. VIII E
16 18
34 Total
77 99
175 Source: SMPN 1 Silo in the 20142015 academic year
The total number of the sample was 72. The respondents of the experimental group were from class VIII B, while the respondents of the control
group were from class VIII A.
4.4 Homogeneity Analysis
The population of the research was the eighth grade students of SMPN 1 Silo in the 20142015 academic year consisting of five classes VIII A, VIII B,
VIII C, VIII D, VIII E. The experimental class and the control class were chosen randomly by a lottery since the population was homogenous. To make sure that
the population was homogenous, the researcher analyzed the students’ previous
midterm test scores by using ANOVA Appendix F. It showed that the significant value between two groups was 1.000, that was higher than 0.05. It
means that H which said “The two classes are homogenous” was accepted and H
1
which said “The two classes are not homogenous” was rejected. To determine the experimental class and control class the researcher used a lottery. The result was
VIII B as the experimental class and VIII A as the control class.
4.5 The Results of the Tryout Test
