Improving students ability in getting main idea using akimming technique
IMPROVING STUDENTS’ ABILITY IN GETTING MAIN IDEA USING
SKIMMING TECHNIQUE
(A Classroom Action Research in the Second Year of MA Pembangunan UIN Jakarta
year 2010/2011)
By:
HENDRA
106014000383
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
IMPROVING STUDENTS’ ABILITY IN GETTING MAIN IDEA USING
SKIMMING TECHNIQUE
(A Classroom Action Research in the Second Year of MA Pembangunan UIN Jakarta)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
HENDRA
106014000383
Approved by the Advisor
Nida Husna, M.A. TESOL
NIP. 19720705 200312 2 002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011ABSTRACT
Hendra. 106014000383. Improving Students’ Ability in Getting Main Idea Using
Skimming Technique (A Classroom Action Research in the Second Year of MA
Pembangunan UIN Jakarta year 2010/2011) . Skripsi, Department of English
Education Faculty of Tarbiyah and Teachers Training “Syarif Hidayatullah” State
Islamic University Jakarta. Advisor: Nida Husna, MA.TESOL.
Key Words: Reading, Main Idea, Skimming Technique
The aim of the study is to improve the students’ ability of XI social class
at MA Pembangunan UIN Jakarta year 2010/2011 in getting main idea using
skimming technique.
In conducting this study, the writer uses Classroom Action Research (CAR). The
instruments used in this research are the pretest and posttest, observation sheets,
and interview.
The result of posttest in cycle 1 showed that only 17 students (53.12%) could pass
the minimal mastery level. This result still could not fulfill the successful criteria
determined, so the study was continued to cycle 2. In cycle two, the result of the
posttest showed that there were 27 students (87.56%) passed the minimal mastery
level. This achievement could successfully fulfill the target of the CAR – more
than 75% of the students could pass the minimal mastery level. Based on the
above improvement, which could exceed the criteria which have been determined,
the writer draws a conclusion that skimming technique can improve the students’
ability in getting main idea of XI social class at MA Pembangunan UIN Jakarta
year 2010/2011.
ABSTRAK
Hendra. 106014000383. Improving Students’ Ability in Getting Main Idea Using
Skimming Technique (A Classroom Action Research in the Second Year of MA
Pembangunan UIN Jakarta year 2010/2011). Skripsi, Jurusan Pendidikan Bahasa
Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta. Pembimbing: Nida Husna, MA.TESOL.
Kata Kunci: Membaca, Ide Utama, Teknik Skimming
Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan siswa
kelas 11 sosial, MA Pembangunan UIN Jakarta.
Dalam melaksanakan penelitian ini, penulis menggunakan desain Penelitian
Tindakan Kelas (PTK). Instrumen yang digunakan dalam penelitian ini adalah,
pretest dan posttest, lembar observasi, dan wawancara.
Hasil tes yang dilakukan pada siklus 1 menunjukkan bahwa hanya 17 siswa
(53.12%) yang dapat melewati Kriteria Kelulusan Minimal (KKM). Hasi ini
belum dapat memenuhi kriteria yang ditentukan sebelumnya, jadi penelitian
dilanjutkan ke siklus 2. Pada siklus 2, hasil tes yang dilaksanakan menunjukan
bahwa 27 siswa (87.56%) lulus Kriteria Kelulusan Minimal (KKM). Hasil ini
telah dapat mencapai target PTK yang ditetapkan – lebih dari 75% dari siswa
dapat lulus KKM. Berdasarkan hasil tersebut, penelitian dianggap telah dapat
memenuhi kriteria yang ditetapkan, penulis menyimpulkan bahwa teknik
skimming dapat meningkatkan kemampuan siswa kelas 11 sosial MA
Pembangunan UIN Jakarta tahun akademik 2010/2011 dalam memahami ide
utama.
ACKNOWLEDGEMENT
Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in his study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
This skripsi would not have been possible without the guidance and the
help of several individuals who in one way or another contributed and extended
their valuable assistance in the preparation and completion of this study.
First and foremost, the writer’s utmost gratitude to his advisor, Nida
Husna, M.A. TESOL, whose sincerity, encouragement, scholarly suggestions and
critical remarks have enabled the writer to refine this skripsi.
The writer’s sincere gratitude also goes to:
1. Drs. Syauki, M. Pd., the Head of English Education Department
Neneng Sunengsih M.Pd., the Secretary of English education Department.
Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
Next, the writer thanks his parents for supporting him throughout all his
studies at University. Lastly, the writer offers his regards and blessings to all of
those who supported him in any respect during the completion of the study.
Jakarta, May 2011
The Writer
TABLE OF CONTENTS
TITLE
APPROVAL
ABSTRACT
i
ACKNOWLEDGEMENT
iii
TABLE OF CONTENTS
iv
LIST OF TABLES
vi
LIST OF FIGURES
vii
LIST OF APPENDICES
viii
CHAPTER I
: INTRODUCTION
A. Background of Study
1
Limitation of the Problem
4
Formulation of the Problem
4
Aim of the Study ………………………………………………… 4
Method of the Study
4
Organization Writing
5
CHAPTER II
: THEORETICAL FRAMEWORK
B. Reading
6
1. The Understanding of Reading
Reading Comprehension
Main Idea
6
9
15
B.
Skimming Technique
16
CHAPTER III : RESEARCH METHODOLOGY
C. Method of Research
22
D. The Subject and the Object of Study
24
1. The Subject of Study
24
The Object of Study
24
E. The Writer’s Role on the Study
24
F. The Time and Place of the Study
25
The Research Design
25
The Classroom Action Research (CAR) Procedures
27
1. Planning Phase
27
Acting Phase
28
Observing Phase
28
Reflecting Phase
28
G. The Technique of Collecting Data
29
The Technique of Data Analysis
30
The Validity of Data
31
The Trustworthiness of Study
32
The Criteria of the Action Success
34
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION
H. Data Description
the Action
1. Before Implementing
35
a. The Preliminary Interview Result
The Preliminary Observation Result
37
The Preliminary Test Result
38
35
2. The Implementation of CAR
40
a. Cycle 1
40
a.1. Planning
a.2. Acting
40
40
a.3. Observing
42
a.4. Reflecting
43
b. Cycle 2
43
b.1. Planning
b.2. Acting
44
b.3. Observing
44
b.4. Reflecting
45
3. The Discussion of the Data after CAR
a. The Result of Post Interview
43
46
46
The Result of Post Observation
The Result of Post Test
47
48
B. The Data Interpretation
CHAPTER V
50
: CONCLUSION AND SUGGESTION
A. Conclusion
52
B. Suggestion
53
BIBLIOGRAPHY
54
APPENDICES
56
LIST OF TABLES
1. Table 3.1 Schedule of the Study 25
Table 3.2 Discriminating Scale33
Table 3.3 Difficulty Item Criteria33
Table 4.1 The Interpretation of the test scores39
Table 4.2 The Students’ Result of Pretest39
LIST OF FIGURES
I.
Figure 3.1 Kurt Lewin’s Action Research Design26
Figure 3.2 The Writer’s Action Research Design 26
LIST OF APPENDICES
1. Appendix 1
Pretest
2. Appendix 2 Pretest Result
56
60
3. Appendix 3 Posttest 1
61
4. Appendix 4 Posttest 2
69
5. Appendix 5 Posttest 1 and Posttest 2 Result
77
6. Appendix 6 Lesson Plan
78
7. Appendix 7 The Guideline of Teacher’s Observation
82
8. Appendix 8 Observational Notes for Need Analysis
83
9. Appendix 9 Item Test Distribution
85
10. Appendix 10
Item Analysis of English Test
11. Appendix 11
93
Interview Guidelines
12. Appendix 12
Answer Key
88
97
CHAPTER I
INTRODUCTION
A. Background of The
study
English, as other languages, has main function as a tool of communication. To be
able to communicate using it both actively and passively, a native speaker and a
competent language user, at least, have to possess its four basic skills, i.e.: listening,
speaking, reading, and writing1. Listening and speaking, for example, are usually used in
verbal communication, while reading and writing are used in written communication.
These four skills are also usually divided into two categories: productive and receptive
skill. Speaking and writing are considered as productive skills, because they involve
language production. On the other hand, listening and reading are considered as receptive
skill because they involve receiving message 2.
Although regarded as receptive skill, the reading process is not that simple. It employs
relatively mechanical skills. Nuttall stated that reading is not like opening reader’s mind
and let the meaning pour in, instead, the reader is actively involved and often has to work
to get the meaning out.3 In other word, the meaning of the text does not come to the
reader mind automatically. Rather, the meaning of the text is gotten through a complex
1 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p.16.
2 Ibid. p.16.
3 Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Macmillan
Publisher, 2005), pp. 5-10.
process in the reader mind. That assumption is in line with Willis who stated that reading
comprehension involves several essential and interrelated phases: information intake focusing and attending to the pertinent environmental stimuli, fluency and vocabulary
�associating the words on the page with stored knowledge to bring meaning to the text,
patterning and networking �recognizing familiar patterns and encoding new information
by linking it with prior knowledge.4
Based on Standar Kompetensi (SK) and Kompetensi Dasar (KD), reading is one of four
skills that have to be taught from Elementary School (SD) to Senior High School (SMA).
Meanwhile, based on Standar Kompetensi Lulusan (SKL), reading is also one of two
skills – reading and writing - required to graduate from Junior High School
(SMP/MTS/SMPLB), and also one of two skills – reading and listening – required to
graduate from Senior High School (SMA/SMK/MA/SMALB). So, it means that to be
able to graduate from junior and senior high school level, students should be able to pass
the minimum standard of reading written in SKL.
Furthermore, the objective of reading in the second grade of Senior High School is to be
able to comprehend short functional texts as narrative, descriptive, news item, spoof and
hortatory exposition. This objective requires students to master such an effective skill
which can help them get the gist of the text. Because of this reason, the writer chose
skimming technique to improve the students’ reading ability in getting main idea.
Many of the students often regard reading as a quite easy skill. Some of them think that,
to be able to comprehend the text well and effectively, they only need to know every
single word in the text without knowing and mastering any reading technique. In fact,
reading is not that simple. Reading is a complex process that requires thinking. 5
Pretest conducted by the writer showed that the students of XI Social class of Madrasah
Aliyah Pembangunan UIN Jakarta seemed to have difficulties in the reading
comprehension skills – especially in getting main idea. From the all questions given, 21
students (or 65% of total students) are still considered as poor in getting main idea, 7
students (21% of total students) belong to Average to Good group, and only 4 students (or
4% of total students) belong to Good to Excellent Group.
to overcome the problem, the writer decided to do a classroom action research using
skimming technique. Because, Nuttal mentioned that by skimming, we mean glancing
rapidly through a text to determine its gist” 6. This ability to get main idea quickly will be
very useful for students in facing several formal tests, such as mid and final term tests,
and UN test.
4 Judy Willy, Teaching the Brain to Read, (New York: Association for Supervision and
Curriculum Development, 2008), p. 11.
5 Dorothy Rubin , A Practical Approach to Teaching Reading, (New York: CBS, 1982),
p. 17.
6 Nuttal, Teaching Reading Skills in Foreign Language, p.182.
1
B. Limitation of
The Problem
The writer limits the discussion on improving students’ ability in getting main
idea using skimming technique of the second year students of MA Pembangunan UIN
Jakarta academic year 2010/2011.
1.A.1.A.C.
Formulation of
The Problem
To make the study easy to understand, the writer formulates the problem as
follows: “Can skimming technique improve students’ ability in getting main idea?” “How
does skimming technique improve students’ ability in getting main idea?”
1.A.1.B.D. Aim of
the Study
Based on the formulation above, this study is intended to improve the XI Social
Class year of MA Pembangunan UIN Jakarta students’ reading ability in getting main
idea using skimming technique.
1.A.1.C.E. Method of
the Study
This paper is written based on Classroom Action Research (CAR) and library
study. The writer took MA Pembangunan UIN Jakarta as a place for study. He tested the
students to know their problems in reading comprehension and conducted CAR to solve
the problem.
The library research is done through reading several books, periodical issues,
articles, and other written or electronic sources dealing with the topic of the
discussion.
1.A.1.D.F.
Organization
of
Writing
To give more explanations of this paper, the writer divides it into five chapters.
Chapter I is introduction. In this chapter, the writer describes the background of
study, the limitation, the formulation of the problem, the objective of the study,
the method of the study and the organization of writing.
Chapter II is theoretical framework that consists of the definition of main idea,
key ideas, main ideas in paragraphs, and the definition of skimming.
Chapter III is research methodology which consist of the method of research, subject, and
object of the study, time and place, research design, the Classroom Action Research
(CAR) procedures technique of collecting data, technique of the data analysis, data
validity, the trustworthiness of study and criteria of the action success.
Chapter IV is result and discussion.
Chapter V is conclusion and suggestion.
1
CHAPTER II
THEORETICAL FRAMEWORK
This chapter reviews the literatures to this study by focusing on two main
domains. First, it focuses on reading. Second, it focuses on skimming. Review of the
literature in each of these domains is presented below.
A. Reading
1. The Understanding of Reading
There are a lot of definitions about reading given by linguists, but most of them
agree that reading is one of four basic languages that relatively needs complex process.
According to Nuttall stated that reading is not like opening reader’s mind and let the
meaning pour in, instead, the reader is actively involved and often has to work to get the
meaning out.7 Here, he emphasizes that the meaning of a text does not come to
readers�mind by itself; instead, the readers should employ its meaning actively.
Another definition about the complexity of reading process is given by Burnes and Page.
They define reading as an interactive process in which the readers engage an exchange of
ideas with an author via text 8. In other words, readers�understanding of the text is a
kind of exchange ideas with the author. It is the process of expression and reception of
meaning as the primary goal of both parties. Other definition given by Nuttal, he defines
reading as a meaningful interpretation of printed or written verbal symbols. 9 It means
that reading is a result of interaction between the perception of graphic symbols that
7 Ibid., pp. 5-10
8 Don Burnes and Glenda Page, Insight and Strategies for Teaching Reading, (New York:
Harcourt Brace Jovanich Group. Pty. Limited, 1985), p.45.
represent language and the reader 痴 language skills, cognitive skills, and the background
knowledge of the world. By these two definitions, we can see that, in the reading process,
the reader tries to get meanings intended by writer.
Latham as quoted by Burnes and Page that reading is the art of reconstructing from the
printed page the writer’s idea, feelings, moods and sensory impressions. 10 It means that
the reader will try to construct the writer 痴 idea, feelings and imagine the visual images
during reading the text in understanding the meaning of the text.
Meanwhile, in the field of language teaching, reading has also been interpreted in several
ways. The differences of how reading is interpreted are reflected in the following group
of words: “1) decode, decipher, identify, etc.; 2) articulate, speak, pronounce, etc.; 3)
understand, respond, meaning, etc.”11 Teachers who agree with group one (decode,
decipher, identify) usually put their special emphasis on teaching the first thing of all
about reading to their early reading level students. The key task for teachers here is to
help learners to recognize the written words. Words in group two (articulate, speak,
pronounce) are another idea used by the teachers whose students are early readers as well;
they are already able to recognize printed, but they still get difficulty in sounding them.
Accordingly, the teaching activity is concerned on reading aloud. Those whose ideas
belong to what is stated in group three (understand, respond, meaning, etc.) would see
reading as the purposes of understanding. To them, reading activity would not mean
anything if the students could tell nothing about the text they read. Therefore, their
fundamental goal in teaching reading is to make students comprehend what is being read.
In this study, the meaning of reading refers to the aforesaid ideas in the group three which
has the point of similarity with what is stated by Elizabeth B. Bernhardt: “1) to receive or
to take in the sense of (as letters or symbols) by scanning; 2) to understand the meaning
of (written or printed matter); 3) to attribute a meaning or interpretation to (something
read)”12. It is what we commonly call as reading comprehension.
Gibbons states that reading is the process of getting meaning from print. 13 It means that
reading is an activity to get information from written text. In this activity, there is
interaction between the author and the writer because the writer delivers her/his idea to
the readers through the texts. The reader can also improve their understanding through
reading activity. In this case, reading is very useful activity that should be done as a habit
for everybody because reading will enlarge their knowledge about something.
In conclusion, reading is an interactive and a thinking process of transferring printed
letters into meaning in order to communicate certain message between the writer and the
9 Nuttal, Teaching Reading Skills in a Foreign Language, p.14.
10 Burnes and Glenda, Insight and Strategies for Teaching Reading, p.25.
11 Nuttal, Teaching reading Skills in a Foreign Language, p.2.
12 Elizabeth B. Bernhardt, Reading Development in a Second Language: Theoretical,
Empirical, and Classroom Perspectives, (New Jersey: Ablex Publishing Corporation, 1991), p.5
13 Pauline Gibbons, Learning to Learn in a Second Language, (Cambridge: Heineman,
1993), p.51.
1
reader. In reading actively, a reader brings her or his background knowledge, emotion,
and experience to construct his or her idea in understanding the meaning of the text.
2. Reading Comprehension
The major goal of reading for high school students is comprehension 14. Burnes
and Page also point out that to understand or remember what is read, the child must be
able to relate new information to the previous knowledge. 15 It means that the knowledge
that was had by the readers influence the ability of the readers in comprehending what
they read. The readers have to be able to use their prior knowledge in order to help them
to comprehend the texts that they read. If they do not have background knowledge or
information about the materials that they read, they will face some difficulties in
understanding the texts or they have to work hard to understand it. It is also as Gibbons
states that readers bring their own background knowledge of the 素 ield� or topic, and
their understanding of language system itself. 16 On the other words, the prior knowledge
had by the readers is an important tool that can help the readers in comprehending the
reading materials. It will guide them to have better understanding about something, so
that reading activity can improve their knowledge because it can give many advantages.
The more people read, the more they will get.
It is stated by Burnes and Page that comprehension is the process where background
knowledge or the world knowledge of the reader interacts with the message encoded in
the text to generate an understanding of an author’s message. 17 Then, Ahuja and Ahuja
states that comprehension is the product of reconstructing the facts within the nervous
system of the reader.18 These two theories support the using of background knowledge
in reading comprehension process.
Another argument about reading comprehension is given by Devine. He argues that
reading comprehension is a process of activating the prior knowledge of the reader which
cooperates with his appropriate cognitive skills and reasoning ability to find out the
concept from a printed text.19 In these words, the reader must be able to understand, to
14
PERMENDIKNAS No. 22 tahun 2006 dan PERMENDIKNAS No. 23 tahun 2006.
15 Burnes and Page, Insight and Strategies for Teaching Reading, p.66.
16 Gibbons, Learning to Learn in a Second Language, p.52.
17 Burnes and Page, Insight and Strategies for Teaching Reading, p.46.
18 Pramila Ahuja, and G.C Ahuja, How to Increase Reading Speed, Procedures and Practices.
(New Delhi: Sterling Publisher Pvt. Ltd. 4th Edition, 2001), p.10.
19 T.G. Devine,, Teaching Reading Comprehension from Teaching to Practice, (Boston:
Merril Publishing, 187), p.7.
interpret and to select actual information from text. It means that the reader will
reconstruct her or his background knowledge in understanding the text.
Burnes and Page state that reading comprehends written discourse. The readers also need
to understand about the materials that they read because it is one of the purposes of
reading activity. 20 In other word, the readers have to be able to comprehend the written
discourse that they read. If they can understand the text, it means that they can
comprehend the text.
In addition, Diptodadi states that comprehension can be defined as an active integrative
process in which readers try to relate what they read with what they already know about
the topic.21 This definition means that the information from the text becomes integrated
with the readers�comprehension process. There is also relationship between the
knowledge that students have and their ability in comprehending the text. The readers can
use their prior knowledge to guess about the materials that they will read, so it will give
contribution to the readers�achievement in reading. At least, it can give general
description about something on the texts or reading materials.
The best known description of the traditional levels of comprehension is probably the
taxonomy of reading comprehension proposed Barrett as quoted by Burnes and Page:
a. Literal
Literal comprehension requires the recognition or recall of
ideas, information and happenings that are explicitly stated in
the materials read.
b. Inference
Inferential comprehension in demonstrated by students when
they use a synthesis of the literal content of a selection, their
personal knowledge, intuition and imagination as a basis for
conjectures or hypotheses.
c. Evaluation
Evaluation is demonstrated by students when they make
judgments about the content of a reading selection by
comparing it with external criteria, for example, information
provided by the teacher on the subject, authorities on the
subject or by accredited written sources on the subject; or with
internal criteria, for example, the reader’s experiences,
knowledge, or values related to the subject under
consideration.
d. Appreciation
20 Burnes and Page, Insight and Strategies for Teaching Reading, (New York: Harcourt
Brace Jovanich Group. Pty Limited, 1991), p.45.
21
L. Veronica Diptodadi, Reading Strategies to Improve Comprehension in EFL
(Indonesia: TEFLIN Journal, 1992), p. 85.
1
Appreciation has to do with students’ awareness of the literary
techniques, forms, styles and structures employed by authors to
stimulate emotional responses in their readers. 22
In comprehending the texts, the readers need to prepare themselves by knowing
some skills that they can apply while they are reading so that the goal of reading can be
achieved. Mc Neil D. John, et. al explains about some specific comprehension skills that
can help the reader in reading activity, they are: understanding sequence, interpreting
sentence, interpreting meaning through punctuation, recognizing main idea in the
paragraph, drawing logical conclusion and obtaining meaning of words through text. 23
Understanding the sequence will help the reader to understand the text easier because
there are many advantages that they can get by understanding it. One of them is to help
them determine which events come first or last, so that they can understand the text well.
Next is interpreting sentence structure. The sentence structure will give the reader clear
view of what the text is like. It also helps the reader to get the idea of the text and also the
details of it. Third, punctuation in a text has crucial roles because it can influence the
meaning of the sentence.
Then, the main idea is the most important statement about the topic, so that the reader
should recognize it well in order to comprehend the text easier. The readers also need to
know how to draw logical conclusion in comprehending reading text. They can draw
conclusion from their reading is to sensitize them to words serve as support or signals to
the ideas that are to be presented. Finally, the readers should infer the meaning of an
unfamiliar word by using context clues. It includes the new word is defined by using the
sentence itself, comprehend an unknown word that is linked to a familiar term and
understand an unknown word because they know the opposite.
King and Stanley state that there are five components contained in reading texts, which
are appropriate with the senior high school curriculum, i.e.:
2. Finding factual information
Factual information requires readers to scan specific details. The factual
information questions are generally prepared for students and those which
appear with WH question word. There are many types of questions; reason,
purpose, result, time, comparison, etc in which of the answer can be found in
the text.
2. Finding main idea
22 Burnes and Page, Insight and Strategies for Teaching Reading, (New York: Harcourt
Brace Jovanich Group. Pty Limited, 1991), p.53.
23 McNeil, D. John, et. al., 1980. How to Teach Reading Successfully, (Canada: Little,
Brown and Company), p.11.
Recognition of the main idea of a paragraph is very important because it
helps readers not only understand the paragraph on the first reading, but also
helps readers to remember the content later. The main idea of a paragraph is
what the paragraph develops. An efficient reader understands not only the
ideas but also the relative significance as expressed by the writer. An
efficient reader understand not only the ideas but also their relative
significance, as expressed by the author, in other words, some of the ideas as
super ordinate while other subordinate.
3.
Finding the meaning of vocabulary
in context.
It means that the reader could develop his or her guessing ability to the word
which is not familiar with him or her, by relating the close meaning of
unfamiliar words to the text and the topic of the text that is read. The words
have nearly equivalent meaning when it has it or nearly the same meaning as
another word.
4.
Identifying references.
In English, as in other language, it would be clumsy and boring to have and
repeat the same word or phrase every time you used it. Instead of repeating
the same word or phrase several times, after it has been used we can usually
refer to it than repeat it. For this purpose, we use reference words.
Recognizing reference words and being able to identify the word to which
they refer to will help the reader understand the reading passage. Reference
words are usually short and very frequently pronoun, such as; it, she, he,
they, this, etc.
5. Making inferences
Inference is a skill where the reader has to be able to read between lines.
King and Stanley divide into two main attentions, draw logical inferences and
make accurate prediction. 24
McNeil also states that to comprehend well, reader must have schematic or
cognitive patterns that can be filled in with specific content and embedded upon each
24 King Carol and Nancy Stanley, Building Skills for the TOEFL, (Jakarta: Printed and
bound by Binarupa Aksara, 1989), p.330.
1
other.25 It means that the schema theory in reading comprehension suggests that good
readers have a set of scenarios in their head, so that they can relate the information to a
single concept, idea or symbol.
Actually, the relating information to the schema is the basis for understanding. Reading
comprehension as discussed above indicates that it is a complex process by which a
reader tries to reconstruct a message encoded in graphic language by a writer. It is an
interaction between reader and author. In conclusion, comprehension will occur if the
textual information actives expectation about what is in the text and the interactive
process will continue until the reader is satisfied with the match between background
knowledge. Comprehension of written text is at the very heart of the reading process.
Background knowledge of the reader, the reader’s purpose for reading and the text itself
all interact to ensure that reading is a meaning getting activity. Based on the SchoolBased Curriculum, Senior High School students are not only expected to know about the
social function and generic structure of the several kinds of texts, but also expected to
comprehend the factual information, main idea, meaning of difficult words, reference and
inference of the texts.
3. Main Idea
Main idea is slightly different with topic or subject of a passage. According to
Beatrice S. Mikulecky and Linda Jeffries, the main idea of a paragraph is the author’s
idea about the topic. It is always a complete sentence that includes both the topic and the
idea that the author wishes to express about the topic. 26 Therefore, the main idea of a
passage is more specific than the topic.
The topic is the subject that the text is about. The main idea can usually be located if you
can determine what the topic is. To find the topic of a selection, ask the simple question,
“Who or what is the text about?”27
EXAMPLE:
Lightning is a sudden, violent flash of electricity between a cloud and the
ground, or from cloud to cloud. A lightning flash, or bolt, can be several miles
long. It is so hot, with an average temperature of 34,000° Centigrade, which the
air around it suddenly expands with a loud blast. This is the thunder we hear.
Lightning occurs in hot, wet storms. Moist air is driven up to a great height. It
forms a type of cloud called cumulonimbus. When the cloud rises high enough,
the moisture freezes and ice crystals and snowflakes are formed. These begin to
fall, turning to rain on the way down. This rain meets more moist air rising, and it
25 D. John McNeil, et.al., How to Teach Reading Successfully, (Canada: Little, Brown and
Company, 1980), p.144.
26 Beatrice S. Mikulecky and Linda Jeffries, More Reading Power (Boston: AddisonWesley Publishing Company, 1996), p.89.
27 Ibid.,p.90.
is the friction between them which produces static electricity. When a cloud is
fully charged with this electricity, it discharges it as a lightning flash.
(Source: Achmad Dody, Ahmad Sugeng, Efendi,
Developing English Competencies for Senior High
School Students XI Science and Social Study
Programme, Jakarta, Pusat Perbukuan Depdiknas,
2008.)
TOPIC OF THIS PARAGRAPH: Lightning
If we refer to previous example, we can notice that all information after the first
sentence is about the description of lightning. The first sentence is the most general – it
states definition of lightning. The following sentences are the details about what lighting
is and how it occurs.
Main idea is usually stated in the topic Sentence; statement of the main idea. It is the
statement under which all other material in the paragraph – examples, reasons, facts,
details and other evidence – can fit.28
Topic sentences are usually in the first sentence of the paragraph, but not always. They
may also be located within the paragraph or at the end of the paragraph. They may even
appear twice – at the beginning and at the end.
From the definitions above, we can conclude several important points about main idea.
First of all, main idea is not always a topic, but, it mostly specifies the topic. Next, main
idea is usually supported, described, or explained by most or all of the sentences in the
paragraph. Finally, main idea includes both the topic and the idea that the author wishes
to express about the topic.
As it has been discussed previously, finding main ideas is one of comprehension skills
that is still poorly mastered by the second grade students in MA Pembangunan UIN
Jakarta. To help students solve this problem, the writer together with the teacher used
skimming technique as the method.
B. Skimming Technique
Skimming is one of several useful skills to be applied in reading. Nuttal mentions
that by skimming, we mean glancing rapidly through a text to determine its gist, for
28 Carol and Stanley, Building Skills for the TOEFL, p.33
1
example in order to decide whether a book is relevant to our own work, or in order to
keep ourselves superficially informed about matters that are not of great importance to
us29. In other words, when a reader skims, he/she is looking for the 組 ist�or the most
central part of what the author is saying without a lot of details.
From the definitions above, it may be concluded that skimming is one of the
ways in reading that the reader doesn’t have to read all the words in passage. He or she
just needs to go quickly and selectively through a passage, looking for and marking off
important ideas but skipping secondary material. We can then go back later to read more
closely and take notes on important points. Skimming might be helpful when someone
wants to find out quickly about the writer’s idea. It is necessary to know that in
skimming, reading word by word is not important, because only the writer’s point of view
is needed.
Skimming is very useful for the students in getting the general idea of a text. It also helps
students to predict the text by reading it quickly. Mikulecky and Jeffries gave some
procedures in working on reading skill as follows 30:
1. Previewing
Asking questions as we read
Guessing what new words mean
Finding the topic and the main idea. The topic and the main idea let us know
what is important. To find the topic and the main idea, ask two questions:
a. What is this
about?
b. What does the
writer want to say about this?
2. Understanding pattern in English
3. Using signal words
Furthermore, Mikulecky and Jeffries also suggested that there are some
procedures of how to skim for ideas as follows 31
29 Nuttal, Teaching Reading Skills in a Foreign Language, p.182.
30 Mikulecky and Jeffries, More Reading Power, p.2.
31
Ibid., p.145.
1. Read the first few sentences at our usual speed and ask our
self, “What is it about?”
Go to the next paragraph as soon as we can. Guess the general idea. Remember
that we do not need to know the details. We only want to learn something very
general about the chapter or article.
Read only a few words in each paragraph after that we should look for the words
that tell us more about the general idea. Often they are at the beginning of the
paragraph, but they may also be at the end.
2. Always work quickly. Remember that details are not
important.
Then, Beatrice C. Mikulecky and Linda Jeffries stated that a reader skims she/he
has a general question in mind, something you need or want to know about the text, such
as:
1. What is the general meaning?
Does this agree with what I already know about this subject?
What is the writer's opinion?
2. Will this information be useful to
me? 32
Skimming is also viewed as the ability to process large quantities of materials
very rapidly in order to read for a specific purpose, the location of the main idea. 33 In
some texts, students can glance a notion of the content or even learn the main ideas just
by skimming topic headings and looking at charts and graphs. Skimming would be
helpful when we want to find out quickly about the writer 痴 point of view. We may want
to find out what the writer thinks about something. When we want to know the writer 痴
point of view or how a book or article is organized, we do not need to read a whole text or
we do not need to know the details for this instead of we just need to read only a few
important words.
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
32
Ibid., p.150.
33 Martha J. Maxwell, Skimming and Scanning Improvement: Section 2 Exercises,
(Berkeley: McGraw-Hill Book Company), p. 1.
1
reasons for reading. Students will never read efficiently unless they can adapt their
reading speed and technique to their aim when reading 34. Skimming to get an overview
is an important skill for students. They will find that more reading will be assigned and
suggested to them as their level of study increase. By skimming to get the ‘gist’ of the
material, the students are able to cover all of it. However, be certain they do not skim
materials that require careful reading. The same procedure used for preview skimming
could be used to get an overview.
Another method would be to read only key words. To skim by reading key words
the students must convince themselves that they can skip words and still be reading. This
is done by omitting the unnecessary words, phases, and sentences. With concentration
and practice the students can learn to select key words and phrases in order to cover the
material rapidly.
To skim effectively, we must be able to apply several of the comprehension skills. We
must know how to do the following things:
1. Find Definitions
Remember that they are often signaled by special type, especially Italics.
Look also for one example that makes a definition clear to us.
2. Locate Enumeration
And remember that it does not help to locate a numbered series of items
if we do not know what label the series fits under. So be sure to look for
a clear heading for each enumeration.
3. Look for relationship between headings and subheadings
Such relationships are often the key to basic enumeration. And when it
seems appropriate, we will also want to change headings into questions
and find the answers to the questions.
4. Look for emphasis and main idea
If time permits, look for points marked by emphasis words and for main
ideas in what seem to be key paragraphs35.
It is important to remember that skimming is a skill that requires concentration,
and adequate comprehension skills. Practice is necessary in order to skim and fulfill the
34 Grabe, William, The Transition from Theory to Practice in Teaching Reading: in
Teaching Second Language for Academic Purpose, (London: Addison Wesley Publishing Company,
1986), p.17.
35 J. Langen, and B. Broderick, Ten Steps to Building College Reading Skills, (Townsend:
Townsend Press, 1987), p. 388.
students’ purposes. So, by learning to skim, the students may develop the skill in
strengthening the comprehension of main ideas.
In skimming skill, there are various activities to practice searching for the main idea, for
example:
1. Cut the topic sentence out of a paragraph. Let them write the topic
sentence.
Give students a series of captions and picture. Have them correctly match the
picture with caption.
Have students give a sentence phrase "title" for a particular passage.
Have students write new titles for stories or article.
2. Have students write titles for book chapter that are only numbered 36.
Christine Nuttall suggests that students can also be asked several
specific questions based on the text to practice skimming, for example:
1. Supply a text and several tittles
Task: which title fits the text best? (The title must not differ in subtle ways, or
careful reading would be needed)
2. Supply a text and a list of topics
Task: Which topics are dealt with in this text?
3. Supply a text and several figures (photographs, diagrams, etc.)
Task: Which figure(s) illustrate the text?
4. Supply a dozen or so letters (you might collect suitable items for
newspapers or magazines)
Task: Categorize the letters in some way, e.g. which letters are complaining
about something? Asking for help? Praising? Offering an opinion on an issue?
Note: one category only, initially. Make sure there are several letters in
category, several not.
5. Supply copies of news items from different papers about the same
incident.
36 Estill, J. A, Teaching Reading, (London: Scott, Foresman and Company, 1988), pp.17–
173.
1
Task: categorize the stories in some way, e.g. which imply that X is guilty?
Which include opinion/conjecture? Which explain the background to the
events? Note as for 4.
6. Supply several texts, some dealing with topic X, some not.
Task: Which of these texts deals with topic X. 37
To answer the questions, the students can answer by glancing quickly over the
surface of a text, reading selected important parts rapidly in order to get an overview of
content and organization. This rapid reading is done at a speed faster than the speed with
which one usually reads a text of average difficulty and still faster than the slower than
average speed at which one reads a particularly important and difficult text. 38
In sum up, skimming involves some procedures and activities. Students should know the
techniques of how to get the general idea of a text. They should use their mind to decide
the location of the main ideas and concentrate in such a way so that their mind can focus
on the topic of the text or what the text is about without reading word by word, and also
keep in mind that the materials are not too difficult for them. If the first reading task to
deal with is relatively simple, their anxiety will be decreased. So they can do tasks with
more confidence.
37 Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Oxford: Macmillan,
2005), p.50.
38 Simanjuntak, Edithia G, Developing Reading Skills for EFL Students, (Jakarta: Proyek
Pengembangan Lembaga Pendidikan Tenaga Kependidikan, Direktorat Jenderal Pendidikan
Tinggi, Depdikbud, 1988), p.55.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of research, subject, and object of the study,
time and place, research design, the Classroom Action Research (CAR) procedures
technique of collecting data, technique of the data analysis, data validity, the
trustworthiness of study and criteria of the action success.
A. Method of Research
Research contributes to more effective teaching, not by offering definitive
answers to pedagogical questions, but rather by providing new insights into teaching and
learning process. As Johnson puts it,
The importance of research is not so much that it supplies definitive
answers to questions such as “What is the best way to learn a
language?” or “Which is the most effective method of L2 teaching?” It
does not. Rather, research can help us gain a richer understanding of the
many interrelated factors involved in learning. It can help us see how
the ways we organize learning environments can promote or inhibit
growth.39
In this study, the method used is Classroom Action Research (CAR) method
which is derived from the root an action research. It is called CAR because it occurs in
the classroom frame. According to Michael J. Wallace, CAR is a type of classroom
39 D Johnson,
Longman, 1992), p.5.
Approaches to Research in Second Language Learning,
1
(New York:
research carried out by the teacher in order to solve problems or to find answers toward
context-specific issues.40 It means that to begin the CAR, the researcher or the teacher
needs
to
identify
any
problems
real
found
in
the
classroom
concerning
students�condition in learning.
Action research has been defined in a number of ways but, as Nunan points out, it
typically has three major characteristics: it is carried out by practitioners (i.e., classroom
teachers), it is collaborative, and it is aimed at changing things. 41 Burns expands on these
characteristics, maintaining that action research exemplifies the following features.
1. Action research is contextual, small-scale and localized―it identifies
and investigates problems within a specific situation.
It is evaluative and reflective as it aims to bring about change and improvement
in practice.
It is participatory as it provides for collaborative investigation by teams of
colleagues, practitioners and researchers.
Changes in practice are based on the collection of information or data which
provides the impetus for change.42
There are several features of this definition that are important to highlight. First,
action research, as the name implies, involves action in that it seeks to bring about
change, specifically in local educational contexts. It is also research because it entails the
collection and analysis of data. Finally, it is participatory and collaborative in that
teachers work together to examine their own classrooms.
Based on the several definitions above, we can conclude several things. First,
CAR is conducted by teacher or other stakeholders. Second, the object of CAR is the
problem (s) found by the teacher or other stakeholders related to students’ learning in the
classroom. So, the purpose of CAR is to improve the learning quality of the students.
40 Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 2006), p. 5.
41 David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge
University Press, 1992), p. 52.
42 Anne Burns, Collaborative Action Research for English Teachers, (Cambridge:
Cambridge University Press, 1999), p.30.
B. The Subject and the Object of Study
1. The Subject of Study
The subject of this study is students at grade IX Social class of Madrasah Aliyah
Pembangunan UIN Jakarta, academic year 2010/2011. The number of students consists of
32. It is chosen based upon the unstructured interview result with the English teacher at
that class proving that they have the lowest achievement of reading test among the other
second grade classes. That is why they need an appropriate strategy to help them improve
their scores toward reading.
2. The Object of Study
The object of this study is to improve students’ reading ability in getting main
idea of the text using skimming technique.
C. The Writer’s Role on the Study
In this role, the writer is not only as the observer whilst the action but also he
makes a lesson plan and the assessment or test before CAR (pre-test) and after CAR
(post-test) in each final cycle. To simplify the writing, now and then, the the writer will
use the terms pre-test and posttest. The pretest here is used as a diagnostic test and the
posttest is used as an achievement test.43
Furthermore, the writer also collects and analyzes data then reporting the result of
study. On the other side, the teacher carries out the action based upon the lesson plan had
been made.
D. The Time and Place of the Study
This research is carried out for five weeks started from 11 April 2011 up to 9
May 2011. The place is at grade IX Social class of Madrasah Aliyah Pembangunan UIN
43 Arthur Hughes, Testing for Language Teachers, (Cambridge: Cambridge University
Press, 1989), pp.10-12.
1
Jakarta. The schedule is as follow:
Table 3.1
Schedule of the Study
No
Activi Week
ties
April
May
1
2
3
4
X
X
1
2
1
Interview
X
2
Observation
X
3
Proposal
4
Instrument
X
5
Cycle I
X
6
Cycle II
X
7
Report
X
F. The Research Design
The CAR procedure used in this research is Kurt Lewin’s design. He stressed the
importance of the researcher to work collaboratively with others. He described action
research as being a spiral of steps: Planning, Acting, Observing and Reflecting. 44
Figure 3.1
Kurt Lewin’s Action Research Design
44Anne Burns, Collaborative Action Research for English Teachers, (Cambridge:
CambridgeUniversity Press, 1999), p. 32.
Based on the above design, the writer arranged his design as follow:
Figure 3.2
The Writer’s Action Research Design
F. The Classroom Action Research (CAR) Procedures
1
The Classroom Action Research used was based on the model proposed by Kurt
Lewin. The design consists of a four-stage action cycle: planning, acting, observing, and
reflecting. In this cycle researchers,
•
develop a plan of critically informed action to improve what is
already happening,
act to implement the plan,
observe the effects of the critically informed action in the context in which it
occurs, and
reflect on these effects as the basis for further planning, subsequent critically
informed action and so on, through a suc
SKIMMING TECHNIQUE
(A Classroom Action Research in the Second Year of MA Pembangunan UIN Jakarta
year 2010/2011)
By:
HENDRA
106014000383
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
IMPROVING STUDENTS’ ABILITY IN GETTING MAIN IDEA USING
SKIMMING TECHNIQUE
(A Classroom Action Research in the Second Year of MA Pembangunan UIN Jakarta)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
HENDRA
106014000383
Approved by the Advisor
Nida Husna, M.A. TESOL
NIP. 19720705 200312 2 002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011ABSTRACT
Hendra. 106014000383. Improving Students’ Ability in Getting Main Idea Using
Skimming Technique (A Classroom Action Research in the Second Year of MA
Pembangunan UIN Jakarta year 2010/2011) . Skripsi, Department of English
Education Faculty of Tarbiyah and Teachers Training “Syarif Hidayatullah” State
Islamic University Jakarta. Advisor: Nida Husna, MA.TESOL.
Key Words: Reading, Main Idea, Skimming Technique
The aim of the study is to improve the students’ ability of XI social class
at MA Pembangunan UIN Jakarta year 2010/2011 in getting main idea using
skimming technique.
In conducting this study, the writer uses Classroom Action Research (CAR). The
instruments used in this research are the pretest and posttest, observation sheets,
and interview.
The result of posttest in cycle 1 showed that only 17 students (53.12%) could pass
the minimal mastery level. This result still could not fulfill the successful criteria
determined, so the study was continued to cycle 2. In cycle two, the result of the
posttest showed that there were 27 students (87.56%) passed the minimal mastery
level. This achievement could successfully fulfill the target of the CAR – more
than 75% of the students could pass the minimal mastery level. Based on the
above improvement, which could exceed the criteria which have been determined,
the writer draws a conclusion that skimming technique can improve the students’
ability in getting main idea of XI social class at MA Pembangunan UIN Jakarta
year 2010/2011.
ABSTRAK
Hendra. 106014000383. Improving Students’ Ability in Getting Main Idea Using
Skimming Technique (A Classroom Action Research in the Second Year of MA
Pembangunan UIN Jakarta year 2010/2011). Skripsi, Jurusan Pendidikan Bahasa
Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta. Pembimbing: Nida Husna, MA.TESOL.
Kata Kunci: Membaca, Ide Utama, Teknik Skimming
Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan siswa
kelas 11 sosial, MA Pembangunan UIN Jakarta.
Dalam melaksanakan penelitian ini, penulis menggunakan desain Penelitian
Tindakan Kelas (PTK). Instrumen yang digunakan dalam penelitian ini adalah,
pretest dan posttest, lembar observasi, dan wawancara.
Hasil tes yang dilakukan pada siklus 1 menunjukkan bahwa hanya 17 siswa
(53.12%) yang dapat melewati Kriteria Kelulusan Minimal (KKM). Hasi ini
belum dapat memenuhi kriteria yang ditentukan sebelumnya, jadi penelitian
dilanjutkan ke siklus 2. Pada siklus 2, hasil tes yang dilaksanakan menunjukan
bahwa 27 siswa (87.56%) lulus Kriteria Kelulusan Minimal (KKM). Hasil ini
telah dapat mencapai target PTK yang ditetapkan – lebih dari 75% dari siswa
dapat lulus KKM. Berdasarkan hasil tersebut, penelitian dianggap telah dapat
memenuhi kriteria yang ditetapkan, penulis menyimpulkan bahwa teknik
skimming dapat meningkatkan kemampuan siswa kelas 11 sosial MA
Pembangunan UIN Jakarta tahun akademik 2010/2011 dalam memahami ide
utama.
ACKNOWLEDGEMENT
Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in his study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
This skripsi would not have been possible without the guidance and the
help of several individuals who in one way or another contributed and extended
their valuable assistance in the preparation and completion of this study.
First and foremost, the writer’s utmost gratitude to his advisor, Nida
Husna, M.A. TESOL, whose sincerity, encouragement, scholarly suggestions and
critical remarks have enabled the writer to refine this skripsi.
The writer’s sincere gratitude also goes to:
1. Drs. Syauki, M. Pd., the Head of English Education Department
Neneng Sunengsih M.Pd., the Secretary of English education Department.
Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
Next, the writer thanks his parents for supporting him throughout all his
studies at University. Lastly, the writer offers his regards and blessings to all of
those who supported him in any respect during the completion of the study.
Jakarta, May 2011
The Writer
TABLE OF CONTENTS
TITLE
APPROVAL
ABSTRACT
i
ACKNOWLEDGEMENT
iii
TABLE OF CONTENTS
iv
LIST OF TABLES
vi
LIST OF FIGURES
vii
LIST OF APPENDICES
viii
CHAPTER I
: INTRODUCTION
A. Background of Study
1
Limitation of the Problem
4
Formulation of the Problem
4
Aim of the Study ………………………………………………… 4
Method of the Study
4
Organization Writing
5
CHAPTER II
: THEORETICAL FRAMEWORK
B. Reading
6
1. The Understanding of Reading
Reading Comprehension
Main Idea
6
9
15
B.
Skimming Technique
16
CHAPTER III : RESEARCH METHODOLOGY
C. Method of Research
22
D. The Subject and the Object of Study
24
1. The Subject of Study
24
The Object of Study
24
E. The Writer’s Role on the Study
24
F. The Time and Place of the Study
25
The Research Design
25
The Classroom Action Research (CAR) Procedures
27
1. Planning Phase
27
Acting Phase
28
Observing Phase
28
Reflecting Phase
28
G. The Technique of Collecting Data
29
The Technique of Data Analysis
30
The Validity of Data
31
The Trustworthiness of Study
32
The Criteria of the Action Success
34
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION
H. Data Description
the Action
1. Before Implementing
35
a. The Preliminary Interview Result
The Preliminary Observation Result
37
The Preliminary Test Result
38
35
2. The Implementation of CAR
40
a. Cycle 1
40
a.1. Planning
a.2. Acting
40
40
a.3. Observing
42
a.4. Reflecting
43
b. Cycle 2
43
b.1. Planning
b.2. Acting
44
b.3. Observing
44
b.4. Reflecting
45
3. The Discussion of the Data after CAR
a. The Result of Post Interview
43
46
46
The Result of Post Observation
The Result of Post Test
47
48
B. The Data Interpretation
CHAPTER V
50
: CONCLUSION AND SUGGESTION
A. Conclusion
52
B. Suggestion
53
BIBLIOGRAPHY
54
APPENDICES
56
LIST OF TABLES
1. Table 3.1 Schedule of the Study 25
Table 3.2 Discriminating Scale33
Table 3.3 Difficulty Item Criteria33
Table 4.1 The Interpretation of the test scores39
Table 4.2 The Students’ Result of Pretest39
LIST OF FIGURES
I.
Figure 3.1 Kurt Lewin’s Action Research Design26
Figure 3.2 The Writer’s Action Research Design 26
LIST OF APPENDICES
1. Appendix 1
Pretest
2. Appendix 2 Pretest Result
56
60
3. Appendix 3 Posttest 1
61
4. Appendix 4 Posttest 2
69
5. Appendix 5 Posttest 1 and Posttest 2 Result
77
6. Appendix 6 Lesson Plan
78
7. Appendix 7 The Guideline of Teacher’s Observation
82
8. Appendix 8 Observational Notes for Need Analysis
83
9. Appendix 9 Item Test Distribution
85
10. Appendix 10
Item Analysis of English Test
11. Appendix 11
93
Interview Guidelines
12. Appendix 12
Answer Key
88
97
CHAPTER I
INTRODUCTION
A. Background of The
study
English, as other languages, has main function as a tool of communication. To be
able to communicate using it both actively and passively, a native speaker and a
competent language user, at least, have to possess its four basic skills, i.e.: listening,
speaking, reading, and writing1. Listening and speaking, for example, are usually used in
verbal communication, while reading and writing are used in written communication.
These four skills are also usually divided into two categories: productive and receptive
skill. Speaking and writing are considered as productive skills, because they involve
language production. On the other hand, listening and reading are considered as receptive
skill because they involve receiving message 2.
Although regarded as receptive skill, the reading process is not that simple. It employs
relatively mechanical skills. Nuttall stated that reading is not like opening reader’s mind
and let the meaning pour in, instead, the reader is actively involved and often has to work
to get the meaning out.3 In other word, the meaning of the text does not come to the
reader mind automatically. Rather, the meaning of the text is gotten through a complex
1 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p.16.
2 Ibid. p.16.
3 Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Macmillan
Publisher, 2005), pp. 5-10.
process in the reader mind. That assumption is in line with Willis who stated that reading
comprehension involves several essential and interrelated phases: information intake focusing and attending to the pertinent environmental stimuli, fluency and vocabulary
�associating the words on the page with stored knowledge to bring meaning to the text,
patterning and networking �recognizing familiar patterns and encoding new information
by linking it with prior knowledge.4
Based on Standar Kompetensi (SK) and Kompetensi Dasar (KD), reading is one of four
skills that have to be taught from Elementary School (SD) to Senior High School (SMA).
Meanwhile, based on Standar Kompetensi Lulusan (SKL), reading is also one of two
skills – reading and writing - required to graduate from Junior High School
(SMP/MTS/SMPLB), and also one of two skills – reading and listening – required to
graduate from Senior High School (SMA/SMK/MA/SMALB). So, it means that to be
able to graduate from junior and senior high school level, students should be able to pass
the minimum standard of reading written in SKL.
Furthermore, the objective of reading in the second grade of Senior High School is to be
able to comprehend short functional texts as narrative, descriptive, news item, spoof and
hortatory exposition. This objective requires students to master such an effective skill
which can help them get the gist of the text. Because of this reason, the writer chose
skimming technique to improve the students’ reading ability in getting main idea.
Many of the students often regard reading as a quite easy skill. Some of them think that,
to be able to comprehend the text well and effectively, they only need to know every
single word in the text without knowing and mastering any reading technique. In fact,
reading is not that simple. Reading is a complex process that requires thinking. 5
Pretest conducted by the writer showed that the students of XI Social class of Madrasah
Aliyah Pembangunan UIN Jakarta seemed to have difficulties in the reading
comprehension skills – especially in getting main idea. From the all questions given, 21
students (or 65% of total students) are still considered as poor in getting main idea, 7
students (21% of total students) belong to Average to Good group, and only 4 students (or
4% of total students) belong to Good to Excellent Group.
to overcome the problem, the writer decided to do a classroom action research using
skimming technique. Because, Nuttal mentioned that by skimming, we mean glancing
rapidly through a text to determine its gist” 6. This ability to get main idea quickly will be
very useful for students in facing several formal tests, such as mid and final term tests,
and UN test.
4 Judy Willy, Teaching the Brain to Read, (New York: Association for Supervision and
Curriculum Development, 2008), p. 11.
5 Dorothy Rubin , A Practical Approach to Teaching Reading, (New York: CBS, 1982),
p. 17.
6 Nuttal, Teaching Reading Skills in Foreign Language, p.182.
1
B. Limitation of
The Problem
The writer limits the discussion on improving students’ ability in getting main
idea using skimming technique of the second year students of MA Pembangunan UIN
Jakarta academic year 2010/2011.
1.A.1.A.C.
Formulation of
The Problem
To make the study easy to understand, the writer formulates the problem as
follows: “Can skimming technique improve students’ ability in getting main idea?” “How
does skimming technique improve students’ ability in getting main idea?”
1.A.1.B.D. Aim of
the Study
Based on the formulation above, this study is intended to improve the XI Social
Class year of MA Pembangunan UIN Jakarta students’ reading ability in getting main
idea using skimming technique.
1.A.1.C.E. Method of
the Study
This paper is written based on Classroom Action Research (CAR) and library
study. The writer took MA Pembangunan UIN Jakarta as a place for study. He tested the
students to know their problems in reading comprehension and conducted CAR to solve
the problem.
The library research is done through reading several books, periodical issues,
articles, and other written or electronic sources dealing with the topic of the
discussion.
1.A.1.D.F.
Organization
of
Writing
To give more explanations of this paper, the writer divides it into five chapters.
Chapter I is introduction. In this chapter, the writer describes the background of
study, the limitation, the formulation of the problem, the objective of the study,
the method of the study and the organization of writing.
Chapter II is theoretical framework that consists of the definition of main idea,
key ideas, main ideas in paragraphs, and the definition of skimming.
Chapter III is research methodology which consist of the method of research, subject, and
object of the study, time and place, research design, the Classroom Action Research
(CAR) procedures technique of collecting data, technique of the data analysis, data
validity, the trustworthiness of study and criteria of the action success.
Chapter IV is result and discussion.
Chapter V is conclusion and suggestion.
1
CHAPTER II
THEORETICAL FRAMEWORK
This chapter reviews the literatures to this study by focusing on two main
domains. First, it focuses on reading. Second, it focuses on skimming. Review of the
literature in each of these domains is presented below.
A. Reading
1. The Understanding of Reading
There are a lot of definitions about reading given by linguists, but most of them
agree that reading is one of four basic languages that relatively needs complex process.
According to Nuttall stated that reading is not like opening reader’s mind and let the
meaning pour in, instead, the reader is actively involved and often has to work to get the
meaning out.7 Here, he emphasizes that the meaning of a text does not come to
readers�mind by itself; instead, the readers should employ its meaning actively.
Another definition about the complexity of reading process is given by Burnes and Page.
They define reading as an interactive process in which the readers engage an exchange of
ideas with an author via text 8. In other words, readers�understanding of the text is a
kind of exchange ideas with the author. It is the process of expression and reception of
meaning as the primary goal of both parties. Other definition given by Nuttal, he defines
reading as a meaningful interpretation of printed or written verbal symbols. 9 It means
that reading is a result of interaction between the perception of graphic symbols that
7 Ibid., pp. 5-10
8 Don Burnes and Glenda Page, Insight and Strategies for Teaching Reading, (New York:
Harcourt Brace Jovanich Group. Pty. Limited, 1985), p.45.
represent language and the reader 痴 language skills, cognitive skills, and the background
knowledge of the world. By these two definitions, we can see that, in the reading process,
the reader tries to get meanings intended by writer.
Latham as quoted by Burnes and Page that reading is the art of reconstructing from the
printed page the writer’s idea, feelings, moods and sensory impressions. 10 It means that
the reader will try to construct the writer 痴 idea, feelings and imagine the visual images
during reading the text in understanding the meaning of the text.
Meanwhile, in the field of language teaching, reading has also been interpreted in several
ways. The differences of how reading is interpreted are reflected in the following group
of words: “1) decode, decipher, identify, etc.; 2) articulate, speak, pronounce, etc.; 3)
understand, respond, meaning, etc.”11 Teachers who agree with group one (decode,
decipher, identify) usually put their special emphasis on teaching the first thing of all
about reading to their early reading level students. The key task for teachers here is to
help learners to recognize the written words. Words in group two (articulate, speak,
pronounce) are another idea used by the teachers whose students are early readers as well;
they are already able to recognize printed, but they still get difficulty in sounding them.
Accordingly, the teaching activity is concerned on reading aloud. Those whose ideas
belong to what is stated in group three (understand, respond, meaning, etc.) would see
reading as the purposes of understanding. To them, reading activity would not mean
anything if the students could tell nothing about the text they read. Therefore, their
fundamental goal in teaching reading is to make students comprehend what is being read.
In this study, the meaning of reading refers to the aforesaid ideas in the group three which
has the point of similarity with what is stated by Elizabeth B. Bernhardt: “1) to receive or
to take in the sense of (as letters or symbols) by scanning; 2) to understand the meaning
of (written or printed matter); 3) to attribute a meaning or interpretation to (something
read)”12. It is what we commonly call as reading comprehension.
Gibbons states that reading is the process of getting meaning from print. 13 It means that
reading is an activity to get information from written text. In this activity, there is
interaction between the author and the writer because the writer delivers her/his idea to
the readers through the texts. The reader can also improve their understanding through
reading activity. In this case, reading is very useful activity that should be done as a habit
for everybody because reading will enlarge their knowledge about something.
In conclusion, reading is an interactive and a thinking process of transferring printed
letters into meaning in order to communicate certain message between the writer and the
9 Nuttal, Teaching Reading Skills in a Foreign Language, p.14.
10 Burnes and Glenda, Insight and Strategies for Teaching Reading, p.25.
11 Nuttal, Teaching reading Skills in a Foreign Language, p.2.
12 Elizabeth B. Bernhardt, Reading Development in a Second Language: Theoretical,
Empirical, and Classroom Perspectives, (New Jersey: Ablex Publishing Corporation, 1991), p.5
13 Pauline Gibbons, Learning to Learn in a Second Language, (Cambridge: Heineman,
1993), p.51.
1
reader. In reading actively, a reader brings her or his background knowledge, emotion,
and experience to construct his or her idea in understanding the meaning of the text.
2. Reading Comprehension
The major goal of reading for high school students is comprehension 14. Burnes
and Page also point out that to understand or remember what is read, the child must be
able to relate new information to the previous knowledge. 15 It means that the knowledge
that was had by the readers influence the ability of the readers in comprehending what
they read. The readers have to be able to use their prior knowledge in order to help them
to comprehend the texts that they read. If they do not have background knowledge or
information about the materials that they read, they will face some difficulties in
understanding the texts or they have to work hard to understand it. It is also as Gibbons
states that readers bring their own background knowledge of the 素 ield� or topic, and
their understanding of language system itself. 16 On the other words, the prior knowledge
had by the readers is an important tool that can help the readers in comprehending the
reading materials. It will guide them to have better understanding about something, so
that reading activity can improve their knowledge because it can give many advantages.
The more people read, the more they will get.
It is stated by Burnes and Page that comprehension is the process where background
knowledge or the world knowledge of the reader interacts with the message encoded in
the text to generate an understanding of an author’s message. 17 Then, Ahuja and Ahuja
states that comprehension is the product of reconstructing the facts within the nervous
system of the reader.18 These two theories support the using of background knowledge
in reading comprehension process.
Another argument about reading comprehension is given by Devine. He argues that
reading comprehension is a process of activating the prior knowledge of the reader which
cooperates with his appropriate cognitive skills and reasoning ability to find out the
concept from a printed text.19 In these words, the reader must be able to understand, to
14
PERMENDIKNAS No. 22 tahun 2006 dan PERMENDIKNAS No. 23 tahun 2006.
15 Burnes and Page, Insight and Strategies for Teaching Reading, p.66.
16 Gibbons, Learning to Learn in a Second Language, p.52.
17 Burnes and Page, Insight and Strategies for Teaching Reading, p.46.
18 Pramila Ahuja, and G.C Ahuja, How to Increase Reading Speed, Procedures and Practices.
(New Delhi: Sterling Publisher Pvt. Ltd. 4th Edition, 2001), p.10.
19 T.G. Devine,, Teaching Reading Comprehension from Teaching to Practice, (Boston:
Merril Publishing, 187), p.7.
interpret and to select actual information from text. It means that the reader will
reconstruct her or his background knowledge in understanding the text.
Burnes and Page state that reading comprehends written discourse. The readers also need
to understand about the materials that they read because it is one of the purposes of
reading activity. 20 In other word, the readers have to be able to comprehend the written
discourse that they read. If they can understand the text, it means that they can
comprehend the text.
In addition, Diptodadi states that comprehension can be defined as an active integrative
process in which readers try to relate what they read with what they already know about
the topic.21 This definition means that the information from the text becomes integrated
with the readers�comprehension process. There is also relationship between the
knowledge that students have and their ability in comprehending the text. The readers can
use their prior knowledge to guess about the materials that they will read, so it will give
contribution to the readers�achievement in reading. At least, it can give general
description about something on the texts or reading materials.
The best known description of the traditional levels of comprehension is probably the
taxonomy of reading comprehension proposed Barrett as quoted by Burnes and Page:
a. Literal
Literal comprehension requires the recognition or recall of
ideas, information and happenings that are explicitly stated in
the materials read.
b. Inference
Inferential comprehension in demonstrated by students when
they use a synthesis of the literal content of a selection, their
personal knowledge, intuition and imagination as a basis for
conjectures or hypotheses.
c. Evaluation
Evaluation is demonstrated by students when they make
judgments about the content of a reading selection by
comparing it with external criteria, for example, information
provided by the teacher on the subject, authorities on the
subject or by accredited written sources on the subject; or with
internal criteria, for example, the reader’s experiences,
knowledge, or values related to the subject under
consideration.
d. Appreciation
20 Burnes and Page, Insight and Strategies for Teaching Reading, (New York: Harcourt
Brace Jovanich Group. Pty Limited, 1991), p.45.
21
L. Veronica Diptodadi, Reading Strategies to Improve Comprehension in EFL
(Indonesia: TEFLIN Journal, 1992), p. 85.
1
Appreciation has to do with students’ awareness of the literary
techniques, forms, styles and structures employed by authors to
stimulate emotional responses in their readers. 22
In comprehending the texts, the readers need to prepare themselves by knowing
some skills that they can apply while they are reading so that the goal of reading can be
achieved. Mc Neil D. John, et. al explains about some specific comprehension skills that
can help the reader in reading activity, they are: understanding sequence, interpreting
sentence, interpreting meaning through punctuation, recognizing main idea in the
paragraph, drawing logical conclusion and obtaining meaning of words through text. 23
Understanding the sequence will help the reader to understand the text easier because
there are many advantages that they can get by understanding it. One of them is to help
them determine which events come first or last, so that they can understand the text well.
Next is interpreting sentence structure. The sentence structure will give the reader clear
view of what the text is like. It also helps the reader to get the idea of the text and also the
details of it. Third, punctuation in a text has crucial roles because it can influence the
meaning of the sentence.
Then, the main idea is the most important statement about the topic, so that the reader
should recognize it well in order to comprehend the text easier. The readers also need to
know how to draw logical conclusion in comprehending reading text. They can draw
conclusion from their reading is to sensitize them to words serve as support or signals to
the ideas that are to be presented. Finally, the readers should infer the meaning of an
unfamiliar word by using context clues. It includes the new word is defined by using the
sentence itself, comprehend an unknown word that is linked to a familiar term and
understand an unknown word because they know the opposite.
King and Stanley state that there are five components contained in reading texts, which
are appropriate with the senior high school curriculum, i.e.:
2. Finding factual information
Factual information requires readers to scan specific details. The factual
information questions are generally prepared for students and those which
appear with WH question word. There are many types of questions; reason,
purpose, result, time, comparison, etc in which of the answer can be found in
the text.
2. Finding main idea
22 Burnes and Page, Insight and Strategies for Teaching Reading, (New York: Harcourt
Brace Jovanich Group. Pty Limited, 1991), p.53.
23 McNeil, D. John, et. al., 1980. How to Teach Reading Successfully, (Canada: Little,
Brown and Company), p.11.
Recognition of the main idea of a paragraph is very important because it
helps readers not only understand the paragraph on the first reading, but also
helps readers to remember the content later. The main idea of a paragraph is
what the paragraph develops. An efficient reader understands not only the
ideas but also the relative significance as expressed by the writer. An
efficient reader understand not only the ideas but also their relative
significance, as expressed by the author, in other words, some of the ideas as
super ordinate while other subordinate.
3.
Finding the meaning of vocabulary
in context.
It means that the reader could develop his or her guessing ability to the word
which is not familiar with him or her, by relating the close meaning of
unfamiliar words to the text and the topic of the text that is read. The words
have nearly equivalent meaning when it has it or nearly the same meaning as
another word.
4.
Identifying references.
In English, as in other language, it would be clumsy and boring to have and
repeat the same word or phrase every time you used it. Instead of repeating
the same word or phrase several times, after it has been used we can usually
refer to it than repeat it. For this purpose, we use reference words.
Recognizing reference words and being able to identify the word to which
they refer to will help the reader understand the reading passage. Reference
words are usually short and very frequently pronoun, such as; it, she, he,
they, this, etc.
5. Making inferences
Inference is a skill where the reader has to be able to read between lines.
King and Stanley divide into two main attentions, draw logical inferences and
make accurate prediction. 24
McNeil also states that to comprehend well, reader must have schematic or
cognitive patterns that can be filled in with specific content and embedded upon each
24 King Carol and Nancy Stanley, Building Skills for the TOEFL, (Jakarta: Printed and
bound by Binarupa Aksara, 1989), p.330.
1
other.25 It means that the schema theory in reading comprehension suggests that good
readers have a set of scenarios in their head, so that they can relate the information to a
single concept, idea or symbol.
Actually, the relating information to the schema is the basis for understanding. Reading
comprehension as discussed above indicates that it is a complex process by which a
reader tries to reconstruct a message encoded in graphic language by a writer. It is an
interaction between reader and author. In conclusion, comprehension will occur if the
textual information actives expectation about what is in the text and the interactive
process will continue until the reader is satisfied with the match between background
knowledge. Comprehension of written text is at the very heart of the reading process.
Background knowledge of the reader, the reader’s purpose for reading and the text itself
all interact to ensure that reading is a meaning getting activity. Based on the SchoolBased Curriculum, Senior High School students are not only expected to know about the
social function and generic structure of the several kinds of texts, but also expected to
comprehend the factual information, main idea, meaning of difficult words, reference and
inference of the texts.
3. Main Idea
Main idea is slightly different with topic or subject of a passage. According to
Beatrice S. Mikulecky and Linda Jeffries, the main idea of a paragraph is the author’s
idea about the topic. It is always a complete sentence that includes both the topic and the
idea that the author wishes to express about the topic. 26 Therefore, the main idea of a
passage is more specific than the topic.
The topic is the subject that the text is about. The main idea can usually be located if you
can determine what the topic is. To find the topic of a selection, ask the simple question,
“Who or what is the text about?”27
EXAMPLE:
Lightning is a sudden, violent flash of electricity between a cloud and the
ground, or from cloud to cloud. A lightning flash, or bolt, can be several miles
long. It is so hot, with an average temperature of 34,000° Centigrade, which the
air around it suddenly expands with a loud blast. This is the thunder we hear.
Lightning occurs in hot, wet storms. Moist air is driven up to a great height. It
forms a type of cloud called cumulonimbus. When the cloud rises high enough,
the moisture freezes and ice crystals and snowflakes are formed. These begin to
fall, turning to rain on the way down. This rain meets more moist air rising, and it
25 D. John McNeil, et.al., How to Teach Reading Successfully, (Canada: Little, Brown and
Company, 1980), p.144.
26 Beatrice S. Mikulecky and Linda Jeffries, More Reading Power (Boston: AddisonWesley Publishing Company, 1996), p.89.
27 Ibid.,p.90.
is the friction between them which produces static electricity. When a cloud is
fully charged with this electricity, it discharges it as a lightning flash.
(Source: Achmad Dody, Ahmad Sugeng, Efendi,
Developing English Competencies for Senior High
School Students XI Science and Social Study
Programme, Jakarta, Pusat Perbukuan Depdiknas,
2008.)
TOPIC OF THIS PARAGRAPH: Lightning
If we refer to previous example, we can notice that all information after the first
sentence is about the description of lightning. The first sentence is the most general – it
states definition of lightning. The following sentences are the details about what lighting
is and how it occurs.
Main idea is usually stated in the topic Sentence; statement of the main idea. It is the
statement under which all other material in the paragraph – examples, reasons, facts,
details and other evidence – can fit.28
Topic sentences are usually in the first sentence of the paragraph, but not always. They
may also be located within the paragraph or at the end of the paragraph. They may even
appear twice – at the beginning and at the end.
From the definitions above, we can conclude several important points about main idea.
First of all, main idea is not always a topic, but, it mostly specifies the topic. Next, main
idea is usually supported, described, or explained by most or all of the sentences in the
paragraph. Finally, main idea includes both the topic and the idea that the author wishes
to express about the topic.
As it has been discussed previously, finding main ideas is one of comprehension skills
that is still poorly mastered by the second grade students in MA Pembangunan UIN
Jakarta. To help students solve this problem, the writer together with the teacher used
skimming technique as the method.
B. Skimming Technique
Skimming is one of several useful skills to be applied in reading. Nuttal mentions
that by skimming, we mean glancing rapidly through a text to determine its gist, for
28 Carol and Stanley, Building Skills for the TOEFL, p.33
1
example in order to decide whether a book is relevant to our own work, or in order to
keep ourselves superficially informed about matters that are not of great importance to
us29. In other words, when a reader skims, he/she is looking for the 組 ist�or the most
central part of what the author is saying without a lot of details.
From the definitions above, it may be concluded that skimming is one of the
ways in reading that the reader doesn’t have to read all the words in passage. He or she
just needs to go quickly and selectively through a passage, looking for and marking off
important ideas but skipping secondary material. We can then go back later to read more
closely and take notes on important points. Skimming might be helpful when someone
wants to find out quickly about the writer’s idea. It is necessary to know that in
skimming, reading word by word is not important, because only the writer’s point of view
is needed.
Skimming is very useful for the students in getting the general idea of a text. It also helps
students to predict the text by reading it quickly. Mikulecky and Jeffries gave some
procedures in working on reading skill as follows 30:
1. Previewing
Asking questions as we read
Guessing what new words mean
Finding the topic and the main idea. The topic and the main idea let us know
what is important. To find the topic and the main idea, ask two questions:
a. What is this
about?
b. What does the
writer want to say about this?
2. Understanding pattern in English
3. Using signal words
Furthermore, Mikulecky and Jeffries also suggested that there are some
procedures of how to skim for ideas as follows 31
29 Nuttal, Teaching Reading Skills in a Foreign Language, p.182.
30 Mikulecky and Jeffries, More Reading Power, p.2.
31
Ibid., p.145.
1. Read the first few sentences at our usual speed and ask our
self, “What is it about?”
Go to the next paragraph as soon as we can. Guess the general idea. Remember
that we do not need to know the details. We only want to learn something very
general about the chapter or article.
Read only a few words in each paragraph after that we should look for the words
that tell us more about the general idea. Often they are at the beginning of the
paragraph, but they may also be at the end.
2. Always work quickly. Remember that details are not
important.
Then, Beatrice C. Mikulecky and Linda Jeffries stated that a reader skims she/he
has a general question in mind, something you need or want to know about the text, such
as:
1. What is the general meaning?
Does this agree with what I already know about this subject?
What is the writer's opinion?
2. Will this information be useful to
me? 32
Skimming is also viewed as the ability to process large quantities of materials
very rapidly in order to read for a specific purpose, the location of the main idea. 33 In
some texts, students can glance a notion of the content or even learn the main ideas just
by skimming topic headings and looking at charts and graphs. Skimming would be
helpful when we want to find out quickly about the writer 痴 point of view. We may want
to find out what the writer thinks about something. When we want to know the writer 痴
point of view or how a book or article is organized, we do not need to read a whole text or
we do not need to know the details for this instead of we just need to read only a few
important words.
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
32
Ibid., p.150.
33 Martha J. Maxwell, Skimming and Scanning Improvement: Section 2 Exercises,
(Berkeley: McGraw-Hill Book Company), p. 1.
1
reasons for reading. Students will never read efficiently unless they can adapt their
reading speed and technique to their aim when reading 34. Skimming to get an overview
is an important skill for students. They will find that more reading will be assigned and
suggested to them as their level of study increase. By skimming to get the ‘gist’ of the
material, the students are able to cover all of it. However, be certain they do not skim
materials that require careful reading. The same procedure used for preview skimming
could be used to get an overview.
Another method would be to read only key words. To skim by reading key words
the students must convince themselves that they can skip words and still be reading. This
is done by omitting the unnecessary words, phases, and sentences. With concentration
and practice the students can learn to select key words and phrases in order to cover the
material rapidly.
To skim effectively, we must be able to apply several of the comprehension skills. We
must know how to do the following things:
1. Find Definitions
Remember that they are often signaled by special type, especially Italics.
Look also for one example that makes a definition clear to us.
2. Locate Enumeration
And remember that it does not help to locate a numbered series of items
if we do not know what label the series fits under. So be sure to look for
a clear heading for each enumeration.
3. Look for relationship between headings and subheadings
Such relationships are often the key to basic enumeration. And when it
seems appropriate, we will also want to change headings into questions
and find the answers to the questions.
4. Look for emphasis and main idea
If time permits, look for points marked by emphasis words and for main
ideas in what seem to be key paragraphs35.
It is important to remember that skimming is a skill that requires concentration,
and adequate comprehension skills. Practice is necessary in order to skim and fulfill the
34 Grabe, William, The Transition from Theory to Practice in Teaching Reading: in
Teaching Second Language for Academic Purpose, (London: Addison Wesley Publishing Company,
1986), p.17.
35 J. Langen, and B. Broderick, Ten Steps to Building College Reading Skills, (Townsend:
Townsend Press, 1987), p. 388.
students’ purposes. So, by learning to skim, the students may develop the skill in
strengthening the comprehension of main ideas.
In skimming skill, there are various activities to practice searching for the main idea, for
example:
1. Cut the topic sentence out of a paragraph. Let them write the topic
sentence.
Give students a series of captions and picture. Have them correctly match the
picture with caption.
Have students give a sentence phrase "title" for a particular passage.
Have students write new titles for stories or article.
2. Have students write titles for book chapter that are only numbered 36.
Christine Nuttall suggests that students can also be asked several
specific questions based on the text to practice skimming, for example:
1. Supply a text and several tittles
Task: which title fits the text best? (The title must not differ in subtle ways, or
careful reading would be needed)
2. Supply a text and a list of topics
Task: Which topics are dealt with in this text?
3. Supply a text and several figures (photographs, diagrams, etc.)
Task: Which figure(s) illustrate the text?
4. Supply a dozen or so letters (you might collect suitable items for
newspapers or magazines)
Task: Categorize the letters in some way, e.g. which letters are complaining
about something? Asking for help? Praising? Offering an opinion on an issue?
Note: one category only, initially. Make sure there are several letters in
category, several not.
5. Supply copies of news items from different papers about the same
incident.
36 Estill, J. A, Teaching Reading, (London: Scott, Foresman and Company, 1988), pp.17–
173.
1
Task: categorize the stories in some way, e.g. which imply that X is guilty?
Which include opinion/conjecture? Which explain the background to the
events? Note as for 4.
6. Supply several texts, some dealing with topic X, some not.
Task: Which of these texts deals with topic X. 37
To answer the questions, the students can answer by glancing quickly over the
surface of a text, reading selected important parts rapidly in order to get an overview of
content and organization. This rapid reading is done at a speed faster than the speed with
which one usually reads a text of average difficulty and still faster than the slower than
average speed at which one reads a particularly important and difficult text. 38
In sum up, skimming involves some procedures and activities. Students should know the
techniques of how to get the general idea of a text. They should use their mind to decide
the location of the main ideas and concentrate in such a way so that their mind can focus
on the topic of the text or what the text is about without reading word by word, and also
keep in mind that the materials are not too difficult for them. If the first reading task to
deal with is relatively simple, their anxiety will be decreased. So they can do tasks with
more confidence.
37 Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Oxford: Macmillan,
2005), p.50.
38 Simanjuntak, Edithia G, Developing Reading Skills for EFL Students, (Jakarta: Proyek
Pengembangan Lembaga Pendidikan Tenaga Kependidikan, Direktorat Jenderal Pendidikan
Tinggi, Depdikbud, 1988), p.55.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of research, subject, and object of the study,
time and place, research design, the Classroom Action Research (CAR) procedures
technique of collecting data, technique of the data analysis, data validity, the
trustworthiness of study and criteria of the action success.
A. Method of Research
Research contributes to more effective teaching, not by offering definitive
answers to pedagogical questions, but rather by providing new insights into teaching and
learning process. As Johnson puts it,
The importance of research is not so much that it supplies definitive
answers to questions such as “What is the best way to learn a
language?” or “Which is the most effective method of L2 teaching?” It
does not. Rather, research can help us gain a richer understanding of the
many interrelated factors involved in learning. It can help us see how
the ways we organize learning environments can promote or inhibit
growth.39
In this study, the method used is Classroom Action Research (CAR) method
which is derived from the root an action research. It is called CAR because it occurs in
the classroom frame. According to Michael J. Wallace, CAR is a type of classroom
39 D Johnson,
Longman, 1992), p.5.
Approaches to Research in Second Language Learning,
1
(New York:
research carried out by the teacher in order to solve problems or to find answers toward
context-specific issues.40 It means that to begin the CAR, the researcher or the teacher
needs
to
identify
any
problems
real
found
in
the
classroom
concerning
students�condition in learning.
Action research has been defined in a number of ways but, as Nunan points out, it
typically has three major characteristics: it is carried out by practitioners (i.e., classroom
teachers), it is collaborative, and it is aimed at changing things. 41 Burns expands on these
characteristics, maintaining that action research exemplifies the following features.
1. Action research is contextual, small-scale and localized―it identifies
and investigates problems within a specific situation.
It is evaluative and reflective as it aims to bring about change and improvement
in practice.
It is participatory as it provides for collaborative investigation by teams of
colleagues, practitioners and researchers.
Changes in practice are based on the collection of information or data which
provides the impetus for change.42
There are several features of this definition that are important to highlight. First,
action research, as the name implies, involves action in that it seeks to bring about
change, specifically in local educational contexts. It is also research because it entails the
collection and analysis of data. Finally, it is participatory and collaborative in that
teachers work together to examine their own classrooms.
Based on the several definitions above, we can conclude several things. First,
CAR is conducted by teacher or other stakeholders. Second, the object of CAR is the
problem (s) found by the teacher or other stakeholders related to students’ learning in the
classroom. So, the purpose of CAR is to improve the learning quality of the students.
40 Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 2006), p. 5.
41 David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge
University Press, 1992), p. 52.
42 Anne Burns, Collaborative Action Research for English Teachers, (Cambridge:
Cambridge University Press, 1999), p.30.
B. The Subject and the Object of Study
1. The Subject of Study
The subject of this study is students at grade IX Social class of Madrasah Aliyah
Pembangunan UIN Jakarta, academic year 2010/2011. The number of students consists of
32. It is chosen based upon the unstructured interview result with the English teacher at
that class proving that they have the lowest achievement of reading test among the other
second grade classes. That is why they need an appropriate strategy to help them improve
their scores toward reading.
2. The Object of Study
The object of this study is to improve students’ reading ability in getting main
idea of the text using skimming technique.
C. The Writer’s Role on the Study
In this role, the writer is not only as the observer whilst the action but also he
makes a lesson plan and the assessment or test before CAR (pre-test) and after CAR
(post-test) in each final cycle. To simplify the writing, now and then, the the writer will
use the terms pre-test and posttest. The pretest here is used as a diagnostic test and the
posttest is used as an achievement test.43
Furthermore, the writer also collects and analyzes data then reporting the result of
study. On the other side, the teacher carries out the action based upon the lesson plan had
been made.
D. The Time and Place of the Study
This research is carried out for five weeks started from 11 April 2011 up to 9
May 2011. The place is at grade IX Social class of Madrasah Aliyah Pembangunan UIN
43 Arthur Hughes, Testing for Language Teachers, (Cambridge: Cambridge University
Press, 1989), pp.10-12.
1
Jakarta. The schedule is as follow:
Table 3.1
Schedule of the Study
No
Activi Week
ties
April
May
1
2
3
4
X
X
1
2
1
Interview
X
2
Observation
X
3
Proposal
4
Instrument
X
5
Cycle I
X
6
Cycle II
X
7
Report
X
F. The Research Design
The CAR procedure used in this research is Kurt Lewin’s design. He stressed the
importance of the researcher to work collaboratively with others. He described action
research as being a spiral of steps: Planning, Acting, Observing and Reflecting. 44
Figure 3.1
Kurt Lewin’s Action Research Design
44Anne Burns, Collaborative Action Research for English Teachers, (Cambridge:
CambridgeUniversity Press, 1999), p. 32.
Based on the above design, the writer arranged his design as follow:
Figure 3.2
The Writer’s Action Research Design
F. The Classroom Action Research (CAR) Procedures
1
The Classroom Action Research used was based on the model proposed by Kurt
Lewin. The design consists of a four-stage action cycle: planning, acting, observing, and
reflecting. In this cycle researchers,
•
develop a plan of critically informed action to improve what is
already happening,
act to implement the plan,
observe the effects of the critically informed action in the context in which it
occurs, and
reflect on these effects as the basis for further planning, subsequent critically
informed action and so on, through a suc