AN ANALYSIS OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BY USING SCANNING AND SKIMMING TECHNIQUES FOR INTROVERT AND EXTROVERT STUDENTS AT SMPN 29 BANDAR LAMPUNG

AN ANALYSIS OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BY USING SCANNING AND SKIMMING TECHNIQUES FOR INTROVERT AND

EXTROVERT STUDENTS AT SMPN 29 BANDAR LAMPUNG

By

MEYLINDA SUSANTI

A Script

Submitted in a partial fulfillment of The requirements for S-1 Degree

In

The Language and Arts Department of Teacher Training and Education Faculty

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

BANDAR LAMPUNG 2013

ABSTRACT

AN ANALYSIS OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT

BY USING SCANNING AND SKIMMING TECHNIQUES FOR INTROVERT AND EXTROVERT STUDENTS AT SMPN 29 BANDAR LAMPUNG

By:

MEYLINDA SUSANTI

The students in SMPN 29 Bandar Lampung have difficulties to find mind idea and specific information quickly from the text. The appropriate technique can help the students to solve their problem in their reading. This research investigates whether there is an interaction between techniques and personalities, there is difference in students’ reading achievement of introvert and extrovert students who use scanning technique, there is difference in students’ reading achievement of introvert and extrovert students who use skimming technique, there is difference in students’ reading achievement who use scanning and skimming technique of introvert students and there is difference in students’ reading achievement who use scanning and skimming technique of extrovert students.

This quantitative research was conducted at SMPN 29 Bandar Lampung in academic year 2012/2013. This research used factorial design. The researcher used two classes as experimental class. One class was taught used scanning technique and the other class was taught used skimming technique.

From the result test, there is an interaction between techniques and personalities of the students and there is difference score between introvert and extrovert students who used scanning and skimming technique. In scanning technique, score of the students who had introvert personality is higher than extrovert (tratio= 69,583 and 69,010 > ttable= 2,021). In skimming technique, score of the students who had introvert personality is lower than extrovert personality (tratio= 57,717 and 71,771 > ttable= 2,021). Score of the students who had introvert personality use scanning technique is higher than use skimming technique (tratio= 69,583 and 57,717 > ttable = 2,021). Score of the students who had extrovert personality who use scanning technique is lower than use skimming technique ( tratio= 69,010 and 71,771 > ttable = 2,021). Actually, students who had introvert and extrovert personalities who were taught with scanning and skimming techniques had a good score in those techniques, because they have increasing mean score in initial data score that was obtained from mid semester test to the post test to the students. It means that, scanning and skimming technique are useful to be used to the students who have introvert and extrovert personality.

Keywords: extrovert, introvert, reading comprehension achievement, scanning, skimming

LIST OF APPENDIXES

Appendices Page

1. Distribution Students’s Answer of Try Out Test...90

2. Level Difficulty and Discrimination Power...91

3. Reliability Table of Try Out Test...93

4. Computation of Reliability of the Try Out Test Formula...94

5. Rater Analysis for Questionnaire...96

6. Students Personality In Scanning Technique...98

7. Students Personality In Skimming Technique...99

8. The Questionnaire to Measure Students Personality...100

9. The Initial Data Score of the Students In Scanning Class and skimming class (Introvert and extrovert personality)...102

10. The Distribution of Students’ Score of Post Test in Scanning class...106

11. The Distribution of Students’ Score of Post Test in Scanning class...108

12.Normality Test...110

13.Homogeinity Test...111

14.The Distribution Answer of Five Aspects of Reading Comprehension in Scanning and Skimming Classes...112

15.Try Out Test...116

16.Answer Key of Try Out Test...126

17.Lesson Plan Scanning Technique...127

18.Lesson Plan Skimming Technique...139

19.Post Test...151

I. INTRODUCTION

This chapter an overview of this research and it deals with the reason for conducting the research. It consists of eight sections, i.e. background of the problems, identification of the problem, limitation of the problem, formulation of the problem, objective of the research, uses of the research, scope of the research and definition of terms.

1.1 Background

The national education in Indonesia has decided that English is a foreign language taught in Indonesian schools. It learned started from primary schools up to university. People realize that teaching English at this level becomes very important and need a lot of concern. The students have to master the four basic language skills. Those are listening, speaking, writing and reading.

Reading involves two skills, receptive and active skill. First, receptive skill refers to the fact that reader have to infer meaning, using their knowledge of the world. “Receptive” means that the reader receives input from a writer. The reader rarely have opportunity to question the author about what he or she really had in mind when writing a text. The reader are not actually producing anything quite in the same way as the writers. Second, reading as an active skill, which the reader finds a reading pessage interesting, his/her mind is fully engaged in trying to understand

the reading material. In short, reading includes two process, those are receiving messages and information from the writer and interacting with the texts by trying to understand the text.

Reading always has purposes. Nurhadi (1989: 14) found that the purposes of reading is as follows: (1) understand in detail and thorough book, (2) captures the main idea or ideas properly, (3) get information about something, (4) recognize the meaning of words, (5) want to know the important events happening in the community, (6) want to get pleasure from the literature, (7) want to know the important events happening around the world, (8) want to find a suitable brand item for purchase, (9) want to assess the truth of the idea of the author, (10) want to receive information about job vacancies, (11) want to get information about someone's opinion (expert) about the definition of a term. For example, reading an advertisement (e.g. job vacancy), we want to know and get the information about a job. To be able to read effectively and efficiently, reader should have particular purpose in their mind before they interact with the texts. The purpose of reading must be clearly before they read the text. The reader must know why they are reading and what is the information should be achieved.

Factors that influence reading are reading materials, reading techniques, and schemata. Reading materials refer to the written things to be read, e.g. short articles, brochure, advertisement, and schedule. Reading techniques refer to the technique that we use to get what we want to know in the text, e.g. scanning, skimming, and mapping. Schemata refer to the readers’ background knowledge and the previously acquired knowledge to understand the reading topic (Carrel, in

Simanjuntak, 1989: 4), e.g. students’ thought when they read a tittle of a text. The three techniques depend on each other and affect the process in achieving reading.

Reading is one of the most important language skills that should be mastered by the students. The students are expected to be good at reading because by reading the students are able to improve their knowledge. Besides that students activity in learning will be easily if their reading skill is good. Although reading a text has been taught since elementary school, there are many students have to interact with the texts while they do not know what have to do with the texts. When they want to identify specific information and main idea in a text, they read the whole of the text. Finally, they are confused to identify the information of the text. It is difficult for them to answer question from the text. Besides, if they are used appropriate technique in reading a text, such as scanning and skimming techniques, they are not confused to answer the question of the text about specific information and main idea of the text, because the important thing for the students to be remembered is only answer what is asked in the text and they are do not need to read the entire of the text.

Based on Teaching Practice Program (PPL) at SMP Trimulyo Tanjung Bintang, the students have difficulties to find main idea and specific information in a texts. Pre-observation at SMPN 29 Bandar Lampung, the researcher have found the students experience the same thing that is difficult to find the specific information and main idea in a texts.

Good readers are flexible readers. It is mean the reader will be able to match the appropriate technique in the various types of reading. They adjust their technique

to fit the types of materials they are reading. Students of Junior High School do not realize that the appropriate technique can help their reading. In reading a text the students always read the whole passage words by words, it is not efficient and effective. They always use the conventional technique in reading various texts, because of that they are difficult to find specific information and main idea. Finally, reading a text is not succesful to do, because the goal of their reading are not achieved.

Yamin (2003: 24) states in his previous research at SMP Muhammadiyah Metro that the students are still confused in scanning technique process especially for the student who had low ability in english, since the procedures in scanning and skimming are not clearly explained in the teaching learning process. In addition, the teachers do not use the authentic material and only adopt the course book. It caused the students do not realize and understand how to apply reading technique.

From the problem that have been investigated by the previous studies, the researcher tries to apply scanning and skimming techniques in reading as a technique for the Junior High School students. This technique helps student get information and main idea quickly. Scanning is a technique for quickly finding specific information in a text while ignoring its broader meaning, research for key words or idea in a written text (Brown, 2001: 308). According to Brown (2004: 213) skimming is the process of rapid coverage of reading matter to determine its gist or main idea. By encouraging students glance their eyes and take a short look at a text and searching for specific piece of information, it will help them get the general understanding and detail information of the text it self (Harmer 2001, in Permadi 2011: 3).

Besides using the appropriate technique in reading such as scanning and skimming techniques, students’ reading skills is influenced by the personality of students. Dewaele and Furnham (1999), stated that there is relationship between extraversion and reading skill.

Personality is the first face of the intrinsic side in psycolinguistic factor. It is within a person that contributes in some way to one’s success in language learning. There are three general categories of personality factors; egocentric factors, transactional factors, and motivational factors (Suparman, 2010:64). Furthermore, transactional factor is influenced by some variables which come up on language learning, they are imitation, modeling, identification, extraversion, aggression, and styles of communication. Among those variables, the researcher will elaborate more about extraversion.

Extraversion is one of the variables in classifying type of personality. It refers to the relationship of extrovert-introvert personality. In this category, personality can be classified into two types, they are extrovert and introvert. Jung (1971) cited in Purwati (1997: 4) says that extrovert is type of people whose attention is directed outside himself. Whereas introvert type belongs to people whose attention are focused on themselves that is toward his ego. Furthermore, in his explanation, Jung classifies that extrovert type has the ability to socialize better than the introvert type due to the ability to build a communication.

Pfister (2000) investigates the effect of personality type on English reading comprehension among college bilingual students in the United States. The results demonstrated that students with EP (extroversion, perceiving) type got better

scores on interpretive comprehension items while students with SF (sensing, feeling) type got better scores on literal comprehension items. Generally, in Pfister’s research extroverted students outperformed introverted ones in reading tests.

Junior High School students have monologue and functional texts as their reading material stated in 2006 curriculum. The students are able to understand monologue and functional texts. Monologue text is a text that should be mastered and known by the students of Junior High School. Functional text is a text used for everyday information. Functional text helps the reader function in day-to-day life. Types of the text that Junior High School find as their reading include monologue/essay e.g. descriptrive, recount, procedure, narrative, report texts and functional text e.g. advertisement, tv schedule, a memo, brochure, message, notice, personal letters, invitation (Depdiknas, 2006). Functional text is a text used for everyday information. Functional text helps the reader function in day-to-day life, it can be in forms invitation card.

Scanning and skimming as a techniques in reading is useful to be used to identify the specific information and main idea in various types of a texts for Junior High School both students who have extrovert or introvert personality. In this case, the researcher will research "An Analysis of Students’ Reading Comprehension Achievement by Using Scanning and Skimming Techniques for Introvert and Extrovert Students at SMPN 29 Bandar Lampung”.

1.2 Identification of the Problems

Based on the background above, the researcher identifies the problem on SMPN 29 Bandar Lampung as follows:

1. The students get difficulties in getting specific information from the text and finding the main idea from the text.

2. The students still reading a text word by word, so they can not get specific information and main idea quickly.

3. The students read whole of the text, it makes them get bored because wasting their time and finally they are confused to answer the question of the text.

4. The students do not use the appropriate technique for various types of the texts.

5. The students do not have variety of reading textbooks.

6. The teacher always does same teaching method in every meeting.

1.3 Limitation of the Problems

Based on the identification of the problems above, this study will focus in scanning and skimming technique in students’ reading comprehension achievement of introvert and extrovert students.

1.4 Formulation of the Problems

This research investigates the problem as follows:

1. Is there any interaction between techniques and personalities of students? 2. Is there any difference in students’ reading comprehension achievement of

introvert and extrovert students who use scanning technique?

3. Is there any difference in students’ reading comprehension achievement of introvert and extrovert students who use skimming technique?

4. Is there any difference in students’ reading comprehension achievement who use scanning and skimming techniques of introvert students?

5. Is there any difference in students’ reading comprehension achievement who use scanning and skimming techniques of extrovert students?

1.5 Objectives of the Research

The objectives of this research are to find out :

1. Whether there is an interaction between techniques and personalities of students.

2. Whether there is difference in students’ reading comprehension achievement of introvert and extrovert students who use scanning technique.

3. Whether there is difference in students’ reading comprehension achievement of introvert and extrovert students who use skimming technique.

4. Whether there is difference in students’ reading comprehension achievement who use scanning and skimming techniques of introvert students.

5. Whether there is difference in students’ reading comprehension achievement who use scanning and skimming techniques of extrovert students.

1.6 Uses of the Research

1. Theoritically the uses of this research:

 This research may give contribution and also verify previous research finding and theories.

2. Practically the uses of this research:

 The result of this research may give information as to the scanning and skimming techniques in reading comprehension achievement both extrovert and introvert student’s personality. This research may also contribute some information about encourage awareness of the students that identifying the specific information and main idea in various types of reading texts through scanning and skimming. Furthermore, this research can be used as logical consideration for the next research.

1.7 Scope of the Research

This research was developed to analyze scanning and skimming techniques. Those techniques were used to students have extrovert and introvert personality in reading comprehension of 2nd grade of SMPN 29 Bandar Lampung.

The texts were used monologue and functional texts, it is because these texts are learnt for Junior High Schools students based on 2006 curriculum. The materials were taken from various types of reading materials and sources english e.g. English magazines, newspaper, students’ textbooks in form of advertisement and schedule (functional text), and short article (monologue/essay text). The test was given form multiple choice. The questions that was used in the material from scanning and skimming techniques were questions that consisted of reading comprehension concepts i.e. main idea, specific information, inference, reference, and vocabulary.

1.8 Definition of Terms

There are some terms that are used in this research and to make it more clearly, some definitions of term are presented as follow:

 Reading

Reading is bringing and getting meaning from the printed or written materials (Finichiaro and Bonomo, 1973: 199).

 Scanning

Scanning is a technique for quickly finding specific information in a text while ignoring its broader meaning, research for key words or idea in a written text (Brown, 2001: 308).

 Skimming

Skimming is the process of rapid coverage of reading matter to determine its gist or main idea (Brown, 2004: 213).

 Extrovert

Extrovert is the extent to which person has a deep-seated to receive ego enhancement, self esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself (Brown, 2000: 115).

 Introvert

Introvert is the extend to which a person derives a sense of wholeness and fulfillment apart from reflection of this self from other people (Brown, 2000: 115)

II. LITERATURE REVIEW

This chapter present review of related literature. In detail, a number of concepts are reviewed here such as concept of reading, concept of reading aspect, teaching reading, concept of scanning technique, concept of skimming technique, characteristics of introvert and extrovert personality, advantages and disadvantages of scanning technique, advantages and disadvantages of skimming technique, chriteria for choosing various types of reading text, teaching reading through scanning technique, teaching reading through skimming technique, teaching procedure, theoritical assumption and hypothesis.

2.1 Concept of Reading

Reading is the one of the most important for the students to be mastered in the classroom and their daily life to get more information from the author of the text. Reading process means not only “read” but tries to make interaction between the reader and the text. It is deals with how the readers can convey the meaning through the written symbols and process them into their mind. This assumption is supported by Grabe and Stoller (2002: 9) who defined reading as the ability to draw meaning from the printed page and interpret information appropriately.

Nuttal (1982: 42) defines reading as the meaningful interpretation of printed or written verbal symbols. It means that reading is a result of the interaction between

the perception of graphic symbols that represent language and the reader’s language skill, cognitive skill and knowledge of the world. In order to get the meaning of printed of verbal symbols, the reader should identify, recognize, and interpret them, so as to produce comprehension, which constitutes the objective of reading.

Futhermore, reading process also makes connection between a text, a reader and social context with in which the activity take place. This is in line with statement given by Hudelson in Murcia (2001: 154) in reading, an individual constructs meaning through transaction with written text that has been created by symbols that represent language. The transaction involves the reader’s acting on or interpreting the text and intrepretation is influenced by the reader’s past experiences, language background, and cultural frame work, as well as the reader’s purpose for reading.

In addition, Howart (2006: 1) cities that Reading is, of course, just as communicative as any other form of language. It means that in reading there is an interaction between the writer and the readers through the texts. The writer tries to encode the messages to the reader, then the reader tries to decode the messages sent by the writer.

Mackey (1979: 15) says, “Reading is an active process because it involves an interaction between thought and language. It means that the reader brings to the task a formidable amount of information and ideas, attitude and beliefs.

Joycey (2006: 2) says that reading is an active skill, where the reader interact with the text, and to some extent the writer. It means if a reader finds a reading passage is interesting, his/her mind is fully engaged in trying to understand the reading.

Reading is termed a receptive skill; means that the reader receive input from a writer. Receptive skill refers to the fact that reader have to infer meaning, using their knowledge of the world. “Receptive” means that the reader receives input from a writer. The reader rarely have opportunity to question the author about what he or she really had in mind when writing a text.

Thus, based on the quotations above, the researcher can infer that reading is a complex activity process which is very important involving the language and thought in order to get meaningful message, science or information sent by the writer though printed language such as graphic symbols, written verbal symbols.

2.2 Concept of Reading Aspect

The researcher uses five reading aspects in conducting the research, they are:

1. Identify Main Idea

In line with Mc. Whother (1986: 36) the sentence with that states this main idea called the topic sentence. She adds that the topic sentence tells what the rest of the paragraph is about. Is some paragraph, the main idea is not explicitly stated in any one sentence. Instead, it is left to the reader to infer, or reason out. In the other words, the main idea is the most important idea that the author develops through out the paragraph.

2. Getting Specific information

Mc. Whother (1986: 36) states that supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, an incident, comparison, analogy, cause and effect statistics and quotation.

3. References

According to Latulippe in Marsiyah (2009), defines that reference is words or phrase used either before or after the reference in the reading material. They are used to avoid unnecessary repletion of words or phrases. It means that such words are used, they are signals to the reader to find the meaning elsawhere in the text.

4. Inference

In relation to make inferences, Katheleen (1986: 31) states that an inference is an educational guess or prediction about something unknown based on available facts and information. It is the logical connection that the reader draw between he observe or known and what he does not know.

5. Vocabulary

According to Barnhart (2008: 697) states that stock of words used by person, class of people, profession. Concerning with those statements indeed vocabulary is fundamental for everyone who want to speak or to produce utterance for reading.

2.3 Teaching Reading

According to Pakhare (2007), “teaching reading is the process by which individuals are taught to derive meaning from text”. In teaching reading, the students are taught to use critical thinking strategies and to use context to “guess” words that they do not know the meaning of.

However, teacher plays a key role for the students’ success in learning to read (taken from the report of he expert panel on early reading). Based on International Reading Association 1997-2003, knowledgeable, strategic, adaptive and reflective teacher make difference in students’ learning.

Hedge (2003) states that any reading component of an English language teaching may include a set of learning goals for:

 The ability to read a wide range of texts in English. This is the long-range goal most teachers seek to develop through independent readers outside EFL/ESL classrrom.

 Building a knowledge of language which will fasilitate reading ability.

 Building schematic knowledge.

 The ability to adapt the reading technique according to reading purpose (i.e. skimming, scanning).

 Developing an awarness of the structure of written texts in English.

 Taking critical stance to the contence of the texts.

Alyousef (2005: 143) says that in teaching reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and post-reading stages. The pre-reading stage helps in activating the relevant schema.

For example, teachers can ask students questions that arouse their interest while previewing the text. The aim of while-reading stage (or interactive process) is to develop students’ ability in tackling texts by developing their linguistic and schematic knowledge. Post-reading includes activities, which enchance learning comprehension using matching exercises. Close exercises, cut-up sentences, and comprehension questions.

The aim of teaching is to develop students’ skill that they can read English texts effectively and efficiently. In teaching reading, the teacher should provide technique to the students along with the purpose for reading. The purpose for reading also determines the appropriate approach to reading comprehension. Therefore, reading technique should be matched to reading purpose for achieving an effective reading. For example, if their purpose of reading is to find the specific information and main idea of the texts, they should apply scanning and skimming techniques in their reading.

In short, in teaching reading the reader should provide technique to the students with purpose for reading to anticipate various type of reading texts. Therefore, reading technique should be matched to reading purpose to read efficiently and effectively. As Suparman (2005: 1) states that there are two major reasons for reading (1) reading for pleasure; (2) reading for information (in order to find out something or in order to do something with the information reader get). To apply scanning as the technique in teaching reading means the students can get the specific information quickly without reading the whole passage.

The researcher assumes that in teaching reading, appropriate and possible technique should be applied based on the purpose of reading in order to get the comprehension. Scanning and skimming technique is possible to be applied by the Junior High School students in their reading to find the specific information and main idea in various types.

2.4 Concept of Scanning Technique

Scanning technique is used for effective reading, to get specific information quickly. Richard and friends (1991: 322) in Genitri (2009) stated that scanning is type of speed-reading technique which is used when the reader wants to located a particular piece of information without necessarily understanding the rest of a text or passage and the reader can study the text in more the detail.

In scanning, the reader wants to examine closely using a regular plan or fixed without making a search for something looking at quickly without careful reading is often looking for a particular thing (Quirk and friend 1998: 931) from “the American Heritages Dictionary”We can find that scanning is the type of reading when reader wants to exam closely to look over quickly and systematically of left through hastily.

In reading, the students searching for some particular piece of information in the text quickly and practice to think of clues move their eyes rapidly. Vaezi (2006: 5) states that scanning is reading rapidly to find specific a piece of information. This technique is useful to minimize boredom in classroom.

Scanning is very useful for students to find specific information to get answers from the questions in the assignment or exam, and minimize their time to answer the questions in the text. According to Casey (2003: 2), scanning is a device used to locate details-specific informatrion that may be asked at the end of the assignment.

As Brown (1994) says, “the purpose of scanning is to extract certain specific information without reading through the whole text”. Scanning technique is used to discover required information to complete a given task such as making a decision about what to watch on TV schedule, a name or a date on advertisement, or looking for certain specific information on short articles. Specific information is the goal of scanning the reading text without reading through the text wholly.

Nuttal (1982: 34) says that scanning means glancing rapidly through the text either to search for a specific information (e.g. name, a date) or to get an initial impresssion of whether the text is suitable for given purpose. Thus, scanning is a technique of reading to look for detail and specific information based on the purpose of the reader, e.g. when the reader want to identify or look for the specific information (time, name, date, place) in adverstisement (functional text).

The researcher assumes scanning technique is appropriate and possible technique to be used in identifying specific information in the text quickly without reading the whole text.

2.5 Concept of Skimming Technique

Skimming as well as scanning is a speed reading technique. Yet, they are not the same. These two strategies have different purposes, even though both of them include getting the ideas of the text quickly.

When reading, the reader needs to know every single word in the text. Some of the words are not so important to understand that the reader may neglect them, they sometimes do not really connect to the idea being searched (Sutarsyah, 2010: 64).

Merriam Webster dictionary online (2001: 376) it is states that skimming is the type or reading that is used to read, study or examine superficially and rapidly, especially to glance through a book for a chief ideas or the plot.

Hanckock in Simanjuntak (1989: 58) also says that in preview skimming a reader read the introductory information, the heading and subheading, and the summary, if one is provided. After skimming, decide whether to read the material more thoroughly, and select the appropriate speed which to read. Skimming to get an overview is an important skill for students. By skimming to get the “gist” of the material, the students are able to cover all of it.

Skimming is done at a speed three to four times faster than normal reading (Curnick in Woods, 2005: 65). There are many strategies that can be used when skimming. Some people read the first and last paragraph using headings, summariez and other organizers as they move done the page. They might read the

title, subtitle, subheading and illustration, consider reading the first sentence of each paragraph.

Skimming is the process of rapid coverage of reading matter to determine its gist or main idea (Brown, 2004: 213). It is mostly used to quickly identify the main ideas of a text, when people have lots of material to read in limit amount of time or skim when they are want to answer the question based on a text.

So, from that view, the researcher can conclude that skimming is a useful skill to be applied in reading. Skimming is the type of reading which is used when the readers want to study the text only to get the texts main idea by reading quickly without pausing to steady the details. In a fact the reader need appropriate technique in reading a text. This is important for the students before reading a texts, the students have a purpose and goal for certain a piece of material. The students must know, why they are reading a text, what they are want to know about text, what students do after reading the text, and what is appropriate technique that is used in a text.

2.6 Characteristics of Extrovert and Introvert Personality

In case of social life, perhaps extrovert people are considered more desirable. Extrovert are more open with other and introvert as usually keep themselves and sometimes difficult to open themselves. However, this does not necessarily signify that introvert tend to be least person to converse with, since they are bad people for instance. It is just the way they express themselves differ from those who are extrovert.

Furthermore, Crow and Crow (1958: 187) explain some more details of the characteristics of extrovert and introvert. They state that extrovert people are usually fluent in speaking, free of feeling worry and not easily get ashamed and awkward, love to work with others, and good at adapting with their surroundings. They also put interest in athletic. In the other hand, introvert people are more fluent in writing than speaking, tend to be serious and anxious, like working alone, often find difficulty in behaving, and love to read.

Eysenck (1981) divides individuals’ personality through the classification of typology. Personality types according to him can be divided into two types, they are extrovert and introvert. Each type has its own indication, such as sociality, activity, expansiveness and etc. Personality types according to Eysenck are as follow:

Figure. 2.1 Types of Personality

Eysenck, H.J and Eysenck, M.W. Personality and Individual Differences. Plenum Publishing, 1985.

The two dimensions, extroversion-introversion, and emotional stability-instability, define those four quadrants. These are made up of:

1. Sanguine qualities is one of the types in extrovert people who have stable emotional, such as – sociable, outgoing, talkative, responsive, easygoing, lively, carefree, leadership.

2. Choleric qualities is one of the types in extrovert people who have unstable emotional, such as – touchy, restless, excitable, changeable, impulsive.

3. Phlegmatic qualities is one of the types in introvert people who have stable emotional, such as – calm, even-tempered, reliable, controlled, peaceful, thoughtful, careful, passive.

4. Melancholic qualities is one of the types in introvert people who have unstable emotional, such as – quiet, reserved, unsociable, pessimistic, moody.

According to Eysenck, there is no pure extrovert or introvert of one’s personality. The type of personality may change from one pole to another. In order to see personality of people, we can only see the dominant type, whether the type is extrovert or introvert. Therefore, we can classify the individual into extrovert or introvert.

Meanwhile, Burruss and Kaenzig (1999) claim that extroverts and introverts need different kinds of instruction. Introverts prefer to work on their own than in groups, they do not like being in the centre of attention and need time and space to complete the tasks.

The characteristic of extrovert and introvert personality can bee seen from their style of work. Hirsh and Kummerow (1994) presented the following statements concerning work, which might be said by extroverts and introverts

Table 2.1 WORK STYLES

Extroverts Introverts 1. I seek for different methods

to solve tasks.

2. I can concentrate on both my work and what is going on around me.

3. I come up with different ideas during discussions. 4. I look for inspiration outside

myself.

5. I am bored when my work proceeds slowly and monotonous.

1. I seek for quiet for concentration.

2. I concentrate more on the work itself than on the world around.

3. I come up with ideas while I am alone.

4. I engross in my work and I do not pay attention to other things.

5. I am irritated when I am disturbed and hurried.

Either way, by knowing the characters and work style of personality of extrovert and introvert, it can be predicted the tendency of someone in giving response, giving us advantage when dealing with each type. We can predict what activities extrovert and introvert students will enjoy, what sort of teaching methods they require and their techniques are. Extrovert and introvert students will enjoy the study if they use the appropriate technique such as scanning and skimming techniques to find specific information and main idea quickly from the text.

2.7 Advantages and Disadvantages of Scanning Technique

Reading through scanning technique has some advantages and disadvantages. It can be explained as follows:

Advantages:

 The students are able to get the information quickly, directly and specifically.

 The students are trained to run their eyes over a text quickly in order to locate specific information (Suparman, 2005: 55).

 The students are practiced to think of clues to find the specific information.

 The students are stimulated to be creative and active in both asking and answering the question about specific information and clues related to the texts (Beare, 2006: 3).

Disadvantages:

 Scanning means reading quickly, in this case sometimes the students ignore to select which one the most important information.

 The students might not read all of the information as they just scanning the basic information.

The researcher assumes that scanning is a possible technique for students to applied in their reading. The students can be creative and active to think of clues to find specific information of the text their reading. Besides identifying the specific information, the students are trained to think of clues for the detail information. Needles to say, scanning technique can motivates them to be active in finding the specific information in texts.

2.8 Advantages and Disadvantages of Skimming Technique

Reading through scanning technique has some advantages and disadvantages. It can be explained as follows:

Advantages of skimming Technique

 It will make students aware of the benefits of the information available in reading materials both authentic and inauthentic because this technique also prepares the students to be independent reader.

 It will make students aware of reading strategy is used to find the stated and unstated information in certain text as this technique does not only focus on asking the students to do reading test but also focus on equipping the students with the technique used in different texts.

Disadvantages of skimming technique

 It will take time if the teacher does not allocate the time appropriately. Moreover, if the students have many problems in reading and the teacher does not prepare for the solution, the teacher will need time to think of the various solutions.

 It will possibly make the teacher need to prepare students to face the possibility of the occurance of many question types.

2.9 Criteria for Choosing Various Types of Reading Text

The researcher used the authentic texts and textbook, since textbook do not cover the types of the texts that students have to read (e.g. advertisement, schedule, etc). Authentic materials are suitable for the students to apply as what they find in real

life. Nuttal (1996: 172) says, authentic texts can be motivating because they are proved that the language is used for real-life purpose by real people. The students can extract real information from a real text in a new/different language. Therefore, with authentic materials is used the students can reflect the changes in language use, (again something that does not occur in textbooks, which become very dated, very quickly) as well as giving the learner the proof that the language is real and not only study in the classroom.

The reading texts are selected based on the following reasons (Nutall, 1996):

 Its length is considered appropriate for the Junior High School students – long enough to contain sample testable information, and not too long as to over-task students (number of paragraph is about 2-4 paragraph for the articles and not more than ten sentence for the functional texts). For the words contain have to be equal each of the texts.

 The level of difficulty is suitable. The researcher takes and uses authentic materials, since textbook do not provide the various types of the text that students need to know. The materials are taken from English magazines and newspaper for indonesian readers. Therefore, the materials are quite appropriate and familiar for the students.

 Suitability of content, the materials are chosen for students’ interest and the materials that have been taught. The themes are based on the Junior High School English Curriculum 2006. The genres are functional texts (advertisement, schedule) and monologue/essay or articles for Junior High School students (narrative, recount, descriptive).

 Readability is used to describe the combination of structural and lexical difficulty of a text, as well as reffering to the amount of new vocabulary and any new grammatical from present. It is important to assess the right level for the right students (i.e for intermediate level, Junior High School students).

Is the text too easy / difficult for the student? Is it structurally too demanding / complex?

How much new vocabulary does it contain? Is it relevant?

 Exploitability refers to how the text can be used to develop the students’ competence as readers. A text that can not be exploited for teaching purposes has no use in the classroom. Just because it is in English does not mean that it can be useful.

The materials were functional texts and monologue texts for Junior High School. The materials were chosen from curriculum 2006 based on students’ interest and the material that had been taught and the materials were chosen from authentic sources not only from students’ textbook, since the language is real and not only studies in classroom. Authentic materials could raise students’ awarenees and motivation in scanning and skimming the texts.

2.10 Teaching Reading Through Scannning Technique

Sometimes reading make students bored, it is because one of the reason is the students often do careful reading. Careful reading when it is done in a very long passage would be boring and wastingtime. Particularly, when the reading is aimed to answer some questions testing on the students’ comprehension of the text, it

would be ineffective if they still use careful reading. Good reader should be flexible in reading a texts, they should do reading well. Reading well does not mean reading everything at the same pace and with the same technique (Casey, 2003: 1). Once they determine their purpose for reading and then they adjust their technique of reading to fit the type of material they are reading. Scanning is appropriate technique to get specific information of the texts in reading.

Duke and Pearson (2001) have stated that good readers are active readers. They must be active in identifying the information they want in the texts. They interact with the text to interpret the meaning or get what they want in the text. Before the student starting to read, they should know and think what they want in reading and what the purpose. Besides, they should understand what they are reading. The reader should match and fit the reading technique with the types of the text. Scanning as a technique, which means read quickly in order to identify specific information is appropriate to be applied in various types of texts.

Teachers also should be aware that there are actually three main levels of strands of comprehension: literal, intrepretative, and critical comprehension (Mohhammad, 1999: 2). Teacher responsibility is to determine the levels of comprehension they aim at students’ reading ability in identifying specific information is in the first level of comprehension “Literal Comprehension”. Comprehension at this level involves surface meaning; it is intended as guide for teachers when preparing reading assessment. The teacher can ask students to find information that are explicitly stated in the text.

Classroom reading is aimed at helping students develop in reading technique i.e scanning technique. They are needed to read more effectively in various types of texts. The researcher administrates a classrom activity, which is aimed at reading practice focusing on scanning technique. The activity include comprehension questions is used as cues for scanning technique; it is a good idea to do some awareness rising of the various types of reading skills that they use naturally in their mother tongue (Beare, 2006: 1). The activities are a follows:

1. Doing a short awareness rising session by asking the students how they go about making decision based on schedules, short articles, etc. It means to make the students aware of the purpose of their reading. Focus on whether they read every word and if the read in strict order when making such a decision in their mother tongues.

2. Reminding them that this process is the same in their mother tongue and does not require that they understand every word perfectly.

3. Distributing comprehension questions and the text to the students.

4. Making a special point of asking students to complete the exercise by first reading the question and then scanning for appropriate answer.

5. Asking the students to use the texts to answer the questions. Increase difficulty add timing element (this should help students who insist on understanding every word not to do so).

6. Extend activity by bringing a number of magazines concern with music, entertainment, traveling or similar activity and asking the students to complete a give ask e.g. finding a destination, they would like to visit. Once again asking the student to do the exercise by scanning and not reading each word.

2.11 Teaching Reading Through Skimming Technique

One of the most important points to keep in mind when teaching reading comprehension is that there is not one type of reading but several depending on one’s reason for reading. Students will never read efficiently unless they can adapt their reading speed and technique to their aim when reading (Grellet, 1981:17).

Careful reading when it is done in a very long passage would be boring and wasting time. Particularly, when the reading is aimed to answer some questions testing on the students’ comprehension of the text, it would be ineffective if they still use careful reading. Skimming can be used in this kind of case. Skimming to get an overview is an important skill for students. They will find that more reading will be assigned and suggested to them than is humanly possible to read intensively. By skimming to get the “gist” of the material, the students are able to cover all of it. However, be certain that they do not skim materials that require careful reading.

Skimming should probably not be done competitively, as more is involved then eye movements. Students can be asked to locate facts that are expressed in sentences rather than in single words; or they can be asked to say briefly what the text is about,or given specific questions that can be answered by glancing quickly through the text. Answer the questions following the text, the students can answer by glancing quickly over the surface of the text, reading selected important parts rapidly in order to get an overview of content and organization. Teaching reading using skimming technique are follows:

1. Doing a short awareness rising session by asking the students how they go about making decision based on schedules, short articles, etc. It means to make the students aware of the purpose of their reading. Focus on whether they read every word and if the read in strict order when making such a decision in their mother tongues.

2. Reminding them that this process is the same in their mother tongue and does not require that they understand every word perfectly.

3. Distributing comprehension questions and the text to the students.

4. Making a special point to the students by first read the title, subtitle, subheading and illustration, consider reading the first sentence of each paragraph to find main idea of the text.

5. Asking the students to use the texts to answer the questions. Increase difficulty add timing element (this should help students who insist on understanding every word not to do so).

6. Extend activity by bringing a number of magazines concern with music, entertainment, traveling or similar activity and asking the students to complete a give ask e.g. finding a destination, they would like to visit. Once again asking the student to do the exercise by skimming and not reading each word.

2.12 Teaching Procedure

The procedures in conducting the treatments in this based on Alyousef, H.S (2005) are:

 Giving the pictures related to the topic. E.g. the topic was about film and movie, the teacher brought pictures of students’ favorite movie stars. It is so brainstorm and begin them with the topic would be discussed.

 Asking their arguments or comments about the topic. So each students could give her/his comment about the topic that had been brainstormed. In intended to correlate students’ schemata with the topic of texts that would be presented.

While-reading:

 Doing short awareness rising session by asking the students how they went about making decision based on schedule, short articles, e.g the schedule of their favorit movie on TV (time, day). Focusing on whether they read every it also made the students aware of the purpose of their reading and text characteristics or text types they would read, e.g. schedule included in functional texts and their purpose was to know the schedule of TV program.

 Reminding them that this process was the same as mother tongue and did not require that they understood every word perfectly. It was done to make the students familiar with accustomed to the process that they usually did in their mother tongue.

 Distributing questions (multiple choice) and asking the students to understand the question. It was intended to make the students recognize and comprehend which specific information in the texts.

 Giving the texts (TV schedule) to the students as the concept scanning or skimming technique, the students had had their questions or purpose to be answered before they read the texts.

 Making a special point of asking students to complete the exercise by first reading the question and then using scanning or skimming technique for the appropriate answer.

 Asking the students to use the schedule to answer questions. To increase difficulty adding timing element (this should help students who insisted on undersatnding every word not to do so).

Post-reading

 Extend activity by bringing in a number of texts i.e. short articles (monologue texts) and functional texts concerning travel, entertainment, hobby or similar activity and asking the students to complete a given task e.g. finding the activity to spend their holiday as their hobbies. Once again, asking the students to do some exercise by scanning or skimming technique and not not reading each word. It was intended to make the students understand and aware of scanning or skimming technique procedures well. By this, they would recognize the advantages of the technique. Practically, they used to scan the texts when they wanted to identify the specific information.

2.13 Theoritical Assumption

Junior High School students have functional and monologue texts as their reading based on curriculum 2006. The students have be able to identifying the specific information and main idea in various types of the texts. Those texts contain detail information that require the students to identify. Students’ reading comprehension can be developed through various techniques.

Scanning and skimming are suitable and appropriate to be applied as students’ technique in reading. This techniques is possible for applying, because they can find a lot of specific information and main idea in functional and monologue texts. They can directly and quickly identify the specific information in the texts without reading a whole passages.

Besides, in extrovert and introvert personality of students have the same chance to have better skill in reading. The researcher assumes that scanning and skimming techniques can be used to improving students’ reading comprehension in identifying the specific information in functional and monologue texts for extrovert and introvert personality of students in Junior High School. It is make students aware of their purpose of reading and motivate them to identify the specific information and main idea in the texts.

2.14 Hypothesis

The hypothesis of this research is as follows:

2. There is difference in students’ reading comprehension achievement of introvert and extrovert students who use scanning technique.

3. There is difference in students’ reading comprehension achievement of introvert and extrovert students who use skimming technique.

4. There is difference in students’ reading comprehension achievement who use scanning and skimming techniques of introvert students.

5. There is difference in students’ reading comprehension achievement who use scanning and skimming techniques of extrovert students.

III. RESEARCH METHODS

This chapter presents research design, population, sample, data collecting technique, try out, validity of the instrument, reliability of the instrument, level of dificulty, discrimination power, scoring system, data analysis, procedures of collecting data, hypothesis testing.

3.1 Research Design

This research used quantitative design. The design of this research was factorial design. Factorial design is the most common way to study the effect of two or more independent variable, and we focused on the design that have only two independent variables that combined with all levels of the other independent variable to produce all possible conditions.

In this research, the design included two variables and each variable had two levels. The variables were technique has two levels i.e. scanning and skimming techniques, and personality has two levels i.e introvert and extrovert personalities. This would be called a 2x2 (two-by-two) factorial design because there are two independent variables, each of which has two levels. The experiment design was drawed based on the picture below:

Picture 3.1 Experiment Design

Where :

A1B1 = Block of students sample who has introvert personality used scanning technique

A2B1 = Block of students sample who has introvert personality used skimming technique

A1B2 = Block of students sample who has extrovert personality used scanning technique

A2B2 = Block of students sample who has extrovert personality used skimming technique

Y = Reading Comprehension

This research used two classes as experimental class, one class was taught used scanning technique and one class was taught used skimming technique. Two classes as experimental class using simple random sampling, which was selected randomly by using lottery. Both of class had observation questionnaire, treatments and post test.

One way to represent a factorial design is with a design table. The table below represents a 2x2 design factorial in which two independent variables is the type of

A1 A2

Y

the technique in reading (scanning and skimming) and personality of the students (introvert and extrovert)

Table 3.1 Research Design in Table Variable Techniques (A)

Variable Personality (B)

Technique

Scanning (A1) Skimming (A2)

Personality (B)

Introvert (B1) A1B1 A2B1

Extrovert (B2) A1B2 A2B2

(Nawawi and Martini: 1996)

3.2 Population

The population of this research was the 2nd grade of SMPN 29 Bandar Lampung period of 2012/2013. There were 8 classes in 2nd grade and consisted of 36-38 students in each class (VIII A - VIII H).

3.3 Sample

The class was selected randomly by using lottery, in the 2nd grade in SMPN 29 Bandar Lampung was no priority class. It was apply based on the consideration that every student in the population had the same chance to be chosen and in order to avoid the subjectivity in the research (Setiyadi, 2006: 39). The researcher used two classes as experimental class. The sample were VIII C and VIII E as

experimental class, which consist 36 students and these class were selected using simple random sampling. Try out class in VIII A which consisted of 38 students.

3.4 Data Collecting Technique

In collecting data, this research used questionnaire and reading test as the instruments. Questionaire was an instrument which was very effective to measure aspects and variables in associated with personality, psychology aspect or sociology (Setiyadi, 2005). In this research, the result of the students answer’s in questionaire separated them into introvert and extrovert students in the class.

The questionnaire was taken and translated into Bahasa order to minimize the misinterpretation by the students. The questionnaire consisted of 30 items, 15 items questionnaire of introvert personality and 15 items questionnaire of extrovert personality. For questionnaire of introvert personality at even number and extrovert at odd number. The questionnaire had 2 options that was “YES” or “NO” in each question . if the answered of the students is “yes” in introvert question it means the students had introvert personality, but if the answered is “no” it means the students had extrovert personality and vice versa, If the answered of the students is “yes” in extrovert question, it means the students had extrovert personality, but if the answer is “no” it means the students had introvert personality.

By using the result of the questionnaire, the researcher classified the students into introvert and extrovert personalities. If the answered of the students in extrovert question more than introvert question, then can be said the students had extrovert

personality, whereas if the question answered of introvert questions was more than extrovert questions, it can be said the students had introvert personality.

Table 3.2 The Questionnaire to Measure Students Personality of Introvert and Extrovert

No Level of Personality Item numbers Total 1 Introvert 2, 4, 6, 8, 10, 12, 14, 16,

18, 20, 22, 24, 26, 28, 30

15 items 2 Extrovert 1, 3, 5, 7, 9, 11, 13, 15,

17, 19, 21, 23, 25, 27, 29

15 items

Table 3.3 Table of Specification (Questionnaire)

Items Number Personality Total Items Percentage of Items

Extroversion Introversion

Sanguine Choleric Phlegmatic Melancholic 1, 3, 5, 7,

11, 13, 17, 21,

23

√ 9 30%

9, 15, 19,

25, 29 √ 5 18%

2, 4, 12, 16, 22,

28, 30

√ 7 24%

6, 8, 10, 14, 18, 20, 24,

26

√ 8 28%

The next instrument was reading test included post-test. The post-test consisted of multiple choices and some reading texts. Multiple choices test was used since its marking is rapid, simple and most important reliable, that was, not subjective or influenced by marker judgements (Heaton, 1975: 151). The questions had four alternative answer for each (A, B, C and D), one as the correct answer and the rest are distracters. Therefore, if one participant answered all the items correctly s/he

got 100 points. The treatments also used reading text. The texts were took from English book, magazines, newspaper. The lenght of time in collecting data is 3 weeks.

3.5 Try Out

Before conducting the research, the reading test were try out in order to make sure whether the instruments were valid and reliable to collected the data. The try out tests included one kind of test i.e postest. The try out test for postest contained 50 items of reading test in which there were 4 options (A, B, C, D) with one correct answer and three distractors. Each correct answer got 2 points, so the highest score was 100.

The validity of the instruments refers to the content and construct validity in which the question represents five of sort reading skill i.e. detemining idea, finding the detail information, reference, inference and vocabulary (Nuttal, 1985). The try out test was used to know the quality of the test before it was used as the post-test.

Table 3.4 Specification of the Try Out Test

No Skills of Reading Item Numbers Percentage

of Items 1 Determining Main Idea 1, 6, 11, 16, 21, 26, 31, 36,

41, 46, 48

22%

2 Finding specific information 2, 3, 7, 12, 17, 22, 27, 28, 32, 37, 39, 42, 44, 47

28 %

4 Reference 10, 14, 20, 23, 34, 49 12% 5 Vocabulary 4, 9, 13, 19, 24, 30, 35, 38,

43, 45, 50

22%

From the try out text, the questions of the text was reduced, adjust the ability of the students. Result from the try out test, became post-test consisted 4 options in each question, one correct answer and three distractors. The highest score was 100. Post-test is to check the students after they are given treatments by using scanning and skimming techniques, to know whether the students reading comprehension achievement is differences or not. The question also represented five aspects of reading skill.

3.6 Validity Of the Instrument

Validity of the instrument is considered in this research. The research take content and construct validity for this research. It is considered that instrument should be and in line with reading theory and the material. The validity of the instrument is presented as follows:

a. Content validity reffers to extent to which a test measures a representative sample the subjet matter contents, the focus of the content validity is adequacy of the sample and simply on the appearance of the test (Hatch & Farhady, 1982: 251). Content validity is intended to know whether the test items are good reflection of what would be covered. The test items are adapted from the materials that has been taught to the students. The test should be so constructed as to contain a representative sample of the course (Heaton, 1975: 160). This

research applies two materials for the treatments. Those material are monologue and functional texts. To know whether the test has a good content validity, the items of the test are discussed with the experts (lectures and advisors).

b. Construct validity, it measures whether the construction has already reffered to the theory, meaning that the test construction has already in line with the objective of the learning (Hatch & Farhady, 1982: 251). To find the construct validity of the pretest and postest, the theory of reading comprehension in identifying the specific information, determaining the main idea, specific information, references, inference and vocabulary are formulated the test items. The table of specification is for pretest and posttest. The table of specification for pretest and posttest are considered as the fulfillment of the construct validity.

3.7 Reliability of the Instrument

Reliability refers to the extent to which the test is consistent in its score and gives us an addition of how accurate the test score are (Hatch & Farhady, 1982: 246). To test the reliability of the instruments, the researcher used split-half method in which the reading tests are divided into halves (Hatch & Farhady). By splitting the test into two equal (first half and second half); it was made as if whole tests had been taken in twice. Moreover, by arranging the test into first half and second half allow the researcher to measure the test reliability by having split half method. To measure the coefficient of the reliability between the first and second half, Pearson Product Moment was used, which was formulated as follows:

r1 =

where:

r1 = The coefficient reliability between first and second half

x = total number of first half

y = total number of second half

x2 = square of x

y2 = square of y

(Lado in Hughes, 1991: 3)

Spearman Brown’s Prophecy formula (Hatch and Farhady, 1982: 268) as apply to know the coefficient correlation of the whole item.

rk =

Where:

rk : the reliability of the test rl : the reliability of the half test

The criteria of reliability are: 0.90 – 1.00 = high

0.50 – 0.89 = moderate 0.0 – 0.49 = low



_



2



_

2



y x

xy

rl rl



1 2

If the reliability of the test reaches 0.50 the researcher would consider that it has been reliable. Hatch and Farhady (1982: 223) state that level of reliability about 0.90 up to 1 is high reliability. It indicates that this instrument would produce consistent result when administered under similar condition to the same participant and in different time. Therefore, the students’ result of the tests were believed as the reflection of their reading comprehension which is accurate and consistent.

3.8 Level of Difficulty

Level of diffulty of the reading test was used to clasify the test items into difficult items and easy ones. The items should not be too difficult or too easy for the students. In this research, reading tests consisted of one kind i.e for post-test. Before being used, both kinds of the test were tried out the result of which were explained in this section. In calculating the Level of Difficulty for each item, the following formula was used:

LD =

Where:

LD : level of Difficulty

R : number of students who answer correctly N : the total number of students following the test

The criteria are:

<0.30 : difficult

N R

0.30-0.70 : average >0.70 : easy

(Shohamy, 1985: 79) 3.9 Discrimination Power

The discrimination power (DP) is the proportion of the high group students getting the items correct and the proportion of the low-level students who getting the items correct minus. In calculating the discrimination power of each item the following formula was used:

DP = correctUpper – correctLower 1/2 N

DP = Discrimination Power

U = Number of upper group students who answer correctly L = Number of lower group students who answer correctly N = The total number of students who take the test

The criteria are:

DP: 0.00 – 0.19 = Poor

DP: 0.20 – 0.39 = Satisfactory DP: 0.40 – 0.69 = Good DP: 0.70 – 1.00 = Excellent

DP: - (Negative) = Bad items, should be omitted

(Heaton, 1975: 180) 3.10 Scoring System

In scoring students result of the test, the researcher was used Arikunto (1997) Formula. This ideal score is 100. The scores of post-test were calculated using formula as follow:

S =

Where:

S : the score of the test

R : the total of the right answers N : the total items

3.11 Data Analysis

In analyzing the data, this research was used two classes for the experimental class. The students of the class was separated using questionaire to be two personality i.e introvert and extroverts students personality. The students was taught using scanning technique and skimming technique, after that the students given post-test. The score of a post-test was puted into the table of design factorial. Post-test in introvert and extrovert students in two classes, class that was taught using scanning technique and class that was taught using skimming technique, the result can be seen in the table of design factorial.

Analyzing the data in this research used Independent Group T-Test and Two Way Anova. Independent Group T-Test was used to compare „mean’ from two different groups and both of groups is taken in different situation. Two Way Anova was used if we have two variables that will be compared, and each variables has two levels or more. This analyze is used for the data that is retrieved through design factorial (Setiyadi: 2006).

100 N R

3.12 Procedure of Collecting Data

In collecting the data, the researcher will use following steps:

1. Selecting the instrument material: the instrument materials were questionaire and reading test. Reading test was chosen from authentic materials (English magazines and newspaper) and textbook. The selecting process considers materials that had been taught to the students and the students’ interest.

2. Determining research instrument: for questionaire, the students was separated into two personalities i.e. extrovert and introvert students. The questionnaire was given in the first meeting in experimental class. It is consisted of 30 items and was administered in 15 minutes. For reading test (post-test), the materials were taken from students’ authentic material (short articles and functional texts), i.e. English magazines and newspaper. Short articles monologue texts, e.g. narrative, descriptive and recount text) in each test contained about 2-4 paragraph while the other (functional texts, e.g. advertisement and TV schedule) consisted only single paragraph or not more than ten sentences (functional texts). It was aimed at making an equal proportion and level of difficulty of post-test. The numbers of the items were arranged in such a way so that the reliability of the tests could be seen through split-half method. The authentic materials were chosen as the text, since the textbook did not provide various types of reading text that the students need to know. In other words, reading materials in textbook were limited and did not give the various type of the text required.

3. Determinig the population and sample of the research: the sample of the research was determined through simple random probability sampling. It means that the sample was selected randomly by using lottery, since 2nd grade in SMPN 29 Bandar Lampung was not stratified class, there was no priority class. There were 8 classes of 2nd grade at SMPN 29 Bandar Lampung. Then, randomly class VIII C and VIII E were chosen to be the experimental class.

4. Administering try out test: the try out using reading text and 50 items of multiple choices. It was taken 80 minutes. The test was given to find the quality of the test before it is used in order to get the data on the research. It was to find out whether the test items were good or not in validity, reliability, level difficulty and the discrimination power. The researcher used split-half method to measure the reliability in which require her provide the items into two same groups, first half and second half.

5. Determining final test of instrument: in this step, the researcher revises all of instruments based on the result of questionaire and try out test. The revision is done by changing the ambiguous statement, distracters, double correct answer.

6. Giving treatment: giving three treatments by using scanning technique in VIII C class and skimming technique in VIII E class were given in 3 weeks. The treatments was conducted in three meetings and 80 minutes for each. The treatments were classroom activity, which was used and applied scanning and skimming techniques in reading.

7. Conducting post-test: post-test is conducted after the treatment. Post-test was conducted to find out whether there was differences in students’ reading comprehension of intovert and extrovert personality in identifying specific information and main idea after treatments. It was administered for about 40 minutes in experimental class.

3.13 Hypothesis Testing

The hypothesis were stated as follows:

H0: 1. There is no an interaction between techniques and personality of students

2. There is no difference in students’ reading comprehension achievement of introvert and extrovert students who use scanning technique?

3. There is no difference in students’ reading comprehension achievement of introvert and extrovert students who use skimming technique?

4. There is no difference in students’ reading comprehension achievement who use scanning and skimming techniques of introvert students?

5. There is no difference in students’ reading comprehension achievement who use scanning and skimming techniques of extrovert students?

.

H1: 1. There is an interaction between techniques and personality of students

2. There is difference in students’ reading comprehension achievement of introvert and extrovert students who use scanning technique?

3. There is difference in students’ reading comprehension achievement of introvert and extrovert students who use skimming technique?

4. There is difference in students’ reading comprehension achievement who use scanning and skimming techniques of introvert students? 5. There is difference in students’ reading comprehension achievement

who use scanning and skimming techniques of extrovert students?

The hypothesis is analyzed by using Independent Group T-Test and Two way Anova through computing with Statistical Package for Social Science (SPSS) version 20.0 for window. The researcher uses the level of significance 0.05 in which the hypothesis is approved if Sign < ά. It means that the probability of error in the hypothesis is only 5%.

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students in skimming technique has higher score than in scanning technique.

Based on this research, the researcher found that scanning technique is good to be applied for students who have introvert personality. In scanning class, introvert students have a higher score in post test. Then, skimming technique is good to applied for the students who had extrovert personality. In this class, extrovert students have a higher score in post test.

5.2 Suggestions

In according to the findings and conclusions, some suggestions are proposed as follows:

Suggestions.

1. For English teacher, scanning and skimming techniques are a part of reading strategy is presumed to help students in overcoming difficulties in reading and improving their reading comprehension. The teacher should give these techniques to students based on their personality. Therefore, the teacher should be aware about personality of the students that introvert students are proper in scanning technique and extrovert students are proper in skimming technique.

2. Besides, for other researchers can conduct scanning and skimming techniques that have introvert and extrovert personality, not only used in

85

Junior High School, but it can also be used on different level of students (it can be Senior High School).

3. Based on this research shows that scanning technique is good to applied in introvert students and skimming technique is good to applied in extrovert students. This result was proved by the result score. Beside that the researcher has experience about the respond of the students when they learn the materials. The researcher experience that was written in chapter 4, maybe one of the reasons why the students who has introvert personality has good score in scanning technique and extrovert students has good score in skimming technique. Based on the researcher experience, the next researchers can continue this research further away.

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