characters and look at various points of view. It is more often used with narrative text but can also be used with expository text. For example SWBS strategy can be
used to summarize the goalmotivation, conflict, event or barrier of a historic or contemporary character or group of people.
Beers 2003 stated that SWBS, or “Somebody-Wanted-But-So”, is a simple, four columns framework that demonstrates how to summarize a text. As
always, when teaching the strategy, it is important for the teacher to model it. Begin by reading about an historical event.
The Somebody column encourages the learner to figure out the main character or group of people featured in the story or text. The Wanted column
deals with motivations; what the “Somebody” wanted. The But column focuses on the main conflicts. The So column examines resolution and results. Teachers want
to encourage their students to come up with SWBS strategy. In creating such statements, the students are able to use such skills as generalizing, seeing cause
and effect, and identifying main ideas. As students practice using the organizer, they will be able to work in small
groups, pairs, or individually to develop summaries. This strategy is placed in post reading because this strategy direct the student to make their own summarize
related to the given text. The goals are the students can understand the plot of the story such as the characters, conflict and resolution after they read the story and
the students comprehend to create the summary by their own statement.
2.2.4 General Concept of Quick Reading Method
According to Wallace 2004 there are two methods of reading. These are careful reading and quick reading. Careful reading refers to the process of critically
reading the text while taking note of all details in order to enhance understanding of the text. The final stage in the reading process is the detailed reading of the
text. This technique implies critical evaluation of the content of the book or text. In this process of reading, complex or difficult sentences and words are noted so
as to look up meaning upon finishing the reading process. Upon completion of the critical reading exercise, an evaluation of the text is done. The reader reflects on
the text and relates it with past knowledge. Relevance of ideas and opinions read is also evaluated following critical reading of the text.
Quick reading on the other hand can be done using two techniques: Skimming and scanning. Skimming is the quick reading done to determine the
overall impression of the text. Through skimming of chapters in the book, it is possible to determine the relevance of the reading materials. Scanning is a reading
technique that is applied in order to identify particular or specific information. For, example, if the students are interested in reading specific part and not the
whole book, then the students can scan through the chapters so as to identify the information relevant to them.
2.2.4.1 General Concept of Skimming and Scanning
According to Abbott, et al 1981 divides reading into three types. They are skimming, scanning and intensive reading.
a Skimming Skimming is reading to find out the main idea of the text. For example, we
read to get the title of the text, to get the main idea of each paragraph etc. b Scanning
Scanning is reading to look out for particular items in the text, such as name, date, place etc.
c Intensive reading or study reading In additional aspects, he mentions extensive reading is associated with
supplementary reading books read outside the class room, such as short stories, novels, magazine and newspaper.
Cramer 1998 states the definition of skimming and scanning in the briefly illustration. Skimming is the most rapid of all reading rates and the most
complex. Relying on research results of the most recent eye-movement photography, we can be assure that reading faster than 800 to 900 words per
minute is in truth “skimming”. Skimming is not reading every word, sentence, or paragraph. Skimming is skipping with skill judgment. The ability to skim with
skilled judgment requires near perfect and instantaneous recognition of main ideas, transactional paragraph, paragraph describing key definitions or concepts,
and summary paragraphs. A skimming facility requires initially superior reading skills. Without them, skimming becomes a random wandering though a word
maze. On the other hand, scanning involves running the eyes down the printed page, looking for specific bits of information, key words, or phrases. It is useful
