THE EFFECTS OF READING TECHNIQUES TO DEVELOP READING ABILITY IN SMP MUHAMMADIYAH KASIHAN

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THE EFFECTS OF READING TECHNIQUES TO DEVELOP READING
ABILITY IN SMP MUHAMMADIYAH KASIHAN
A proposal

Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements

Anna Wuryani
20120540006

English Education Department
Faculty Language Education
Universitas Muhammadiyah Yogyakarta
2016

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Statement of Authenticity
I hereby certify that this skripsi is definitely my original works. I am

completely responsible for the content of this skripsi. Any theories, findings, and
research techniques which are not my own are quoted or cited in accordance with the
standard referencing practices. Theoretical contribution and findings in this skripsi
are truly my original word and have not been submitted for any degrees in other
University or Institution.

Yogyakarta, 8 December 2016
The researcher,

Anna Wuryani

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Acknowledgement
First, my thankful and honour goes to Allah SWT who gives His blessing so
that I could accomplish this research. In addition, may peace and salutation be given
to the prophet Muhammad who has taken all human being from the darkness to the
lightness
This research would not be completed without supports and suggestion from
many people. Without them I would have never been able to complete this research.

The researcher thanks God for all strength given to me when the researcher got the
difficulties.
1)

I would like to express my sincere gratitude and appreciation to second, my best
supervisor, Indah Puspawati, S.Pd.,M,A for her time, suggestions and supports
when researcher was doing the research and reported. Your valuable suggestions
and supports have made me confidence to finish this research. I also would like
to say thank you for my first examiner, Sri Rejeki Murtiningsih, Ph.D and my
second examiner AndiWirantaka, S. Pd., M.Hum.

2) Fourth, thank you for my mom, dad and all of my sisters Rara and Nada
who always support me to finish this skripsi. Thank you for my lovely
sister Elsa Dwi Agustine
3) Fifth, thank you for best friends who always support me; Ina, Egi, Arum,
Dova, and Erlin,Siti,Maria,Yvanne,Momina,Sadaf and Nabiila,Mba April
4) Then I would like to say big thank you for Mba Atika who help me with
SPSS.

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5) Next, I would like to say thank you for my best guy friends for the advice
and give me support. There are Fidad , Irfan , Abang Ade , Mas Atris, Mas
Rendi
6) I would like to say many thanks to my big family who always pray and
give me support all the time.
7) Last but not least I would like to say thank you for my KKN 043 who
gave me support.
Yogyakarta, 8 December 2016

Anna Wuryani

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Table of Contents
Cover ..................................................................................................................... i
Approval Page ...................................................................................................... ii
Statement of Authenticity ................................................................................... iii
Acknowledgement ............................................................................................... iv
Table of Contents ................................................................................................. vi

List of Figure ....................................................................................................... ix
Table of Table ..................................................................................................... x
List of Appendices ............................................................................................. xi
Abstract ……………………………………………………………………….. xiii
Chapter One ........................................................................................................ 1
Introduction .......................................................................................................... 1
Background of the Research ................................................................... 1
Identification of the Research ................................................................. 4
Limitation of the Research ..................................................................... 5
Research Questions ................................................................................. 6
The Purpose of the Research ................................................................. 6
Significance of the Research ………………………………………… 6
Chapter Two .................................................................................................... 8
Literature Review ................................................................................................8
Definition of Reading ............................................................................. 8
Definition of Reading skills .................................................................... 8

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Reading Comprehension ....................................................................... 10
Reading Strategies ................................................................................. 10

Reading Strategies and How It Affects Reading Comprehension ......... 11
Definition of Skimming ........................................................................ 13
Technique of Skimming ......................................................................... 14
Advantage of Skimming ....................................................................... 14
Definition of Scanning ........................................................................ 15
Technique of Scanning ......................................................................... 15
The Advantage of Scanning ..................................................................16
How to Teach Skimming and Scanning.................................................16
Conceptual Framework .........................................................................19
Hypothesis............................................................................................. 22
Chapter Three ................................................................................................ 23
Methodology .....................................................................................................23
Research Design .................................................................................. 23
Population, Sampling and Sample.........................................................26
Population .........................................................................................…26
Sampling and Sample .......................................................................... 27
Instruments ...........................................................................................32
Data Analysis .......................................................................................35
Chapter Four .................................................................................................36
Findings and Discussion

Findings

.........................................................................36

.....................................................................................36

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Discussion

...................................................................................44

Chapter Five .................................................................................................45
Conclusion and Recommendation
Conclusion

...........................................................45

...................................................................................45

Recommendation

.......................................................................46

BIBLIOGRAPHY ………………………………………………………….48

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List of Figure
Figure 1. Conceptual Framework .......................................................................... 21
Figure 2.Data Collection......................................................................................... 29
Figure 3.Instruments............................................................................................... 34

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List of Table
Table 1.1 Research Design .................................................................................... 25
Table 4.1 Descriptive Statistic .............................................................................. 39
Table 4.2 ANOVA ................................................................................................. 40
Table 4.3 Paired Sample Test Experimental Group ............................................... 41
Table 4.4 Paired Sample Test Experimental Group................................................ 42

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List of Appendices
Table 4.1 Pre-test Results ....................................................................................... 53
Table 4.2 Post-test Results ..................................................................................... 55
Descriptive Statistic Pre-Control Group ................................................................ 57
Descriptive Post Experimental Group .................................................................. 57
Descriptive Post Control Group ............................................................................ 57
ANOVA Pre Control Group .................................................................................. 57
Pre-test of Reading ................................................................................................. 59
Post-Test of Reading ............................................................................................. 69
Lesson Plan for Experimental Group (Treatment 1)............................................... 80
Power Point of Skimming ....................................................................................... 81
Task of Treatment 1 (Group 1) .............................................................................. 83
Task of Treatment 1 (Group 2) .............................................................................. 84
Task of Treatment 1 (Group 3) .............................................................................. 85
Task of Treatment 1 (Group 4) .............................................................................. 86
Lesson Plan for Experimental Group (Treatment 2) ............................................. 88
Power Point of Scanning ........................................................................................ 89
Task 1 of Treatment 2 ........................................................................................... 91
Task 2 of Treatment 2 ............................................................................................. 92
Task 3 of Treatment 2 ............................................................................................. 93

Task 4 of Treatment 2 ............................................................................................. 94
Lesson Plan for Experimental Group (Treatment 3) ............................................. 95
Task Mind Map of Skimming ................................................................................96

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Task Mind Map of Scanning .................................................................................. 97
Lesson Plan for Experimental Group (Treatment 4) ............................................. 98
Lesson Plan for Control Group (Day 1) .................................................................99
Task 1of Control Group ........................................................................................ 101
Lesson Plan for Control Group (Day 2 ) .............................................................. 104
Task 2 of Control Group ....................................................................................... 106
Lesson Plan for Control Group (Day 3 ) .............................................................. 109
Task 3 of Control Group ....................................................................................... 111
Lesson Plan for Control Group (Day 4 ) .............................................................. 114
Task 4 of Control Group ...................................................................................... 116

Abstract
This study aim is to find the effect of skimming and scanning to develop reading ability of
students. The research of question of this research is how effective is skimming and scanning
technique as medium to improve reading comprehension of student’s in SMP Muhammadiyah

Kasihan. The research was conducted in SMP Muhammadiyah Kasihan. The sample of this
research was year 8.In this research the researcher chose two classes for experimental and
control group which was class A as experimental group and class E as control group. In class A
31 students who were join the proper test of pre-test and post-test and in experimental group and
only 28 students who joined the proper test. The research used quantitative methodology. To
answer the research question, the research used experiment. In this test there are three steps,
there are: pre-test, treatment and post test Based on the research findings, the students who were
taught using skimming and scanning technique had better achievement in their reading
comprehension than the students who were taught using conventional technique. The result of tvalue for the experimental group was -1.145. Whereas t-table for df was 31 with (2-tailed) test is
1.697. It means that t-value is lower than t-table (-1.145 < 1.697).On the other hand, the result of tvalue for control group was 5.309. Whereas t-table for df was 31 with (2-tailed) test is 1.697. It
means that t-value is higher than t-table (4,994 > 2,042). The result of this research showed if the

hypothesis alternative in this research is rejected and the alternative null is accepted. It was
happening because the time that the researcher did for the treatment was too short. If the
treatment was more than four times the results can be a high correlation.
Key words: Reading, Reading Skill, Reading Comprehension, Reading Strategies, Skimming
and Scanning Technique

Chapter One

Introduction

This chapter presents several points dealing with the main problem of this research. This
chapter also talks about the reason why this research is conducted, and the scope of this research.
Moreover, in this chapter identification of this research is also included to find the problem of
this research. The purpose of the research is also mentioned in this chapter in order to answer the
research questions. Then, the last part of this chapter is the significance of the research.

Background of the Research
English is a very important language to our daily life because English is the main
language to use in communication in most of the world. In English, there are four skills, which
are reading, speaking, listening, and writing. Reading is one of the most important skills in
mastering English because from there, we can get a lot of knowledge. Brown (2007) stated
“reading ability will be developed best in association with writing, listening and speaking
activities.”(p.357).The researcher agrees with Brown’s (2007) statement that reading skill will
give a good effect towards other skills such as writing, speaking and listening. Nunan (2003) in
Murad (2014) defined:

Reading is an essential skill for learners of English as a second language. For most of
these learners, it is the most important skill to master in order to ensure success not only in
learning English, but also in learning any content subjects in where reading is required. In short,
with the strengthened reading skill, learners will make greater progress and development in all
other areas of learning. (p.69)

Based on Brown (2007), in reading, there are two types of reading performance, such as
extensive reading and intensive reading. There are two parts of intensive performance which are
linguistics and content, while extensive is divided into three parts which are skimming, scanning,
and global. However, this research will focus on skimming and scanning because Brown (1994)
as cited in Hamad Bani and Bsharah (2014) suggested that “perhaps the two most valuable
reading strategies for learners as well as native speakers are skimming and scanning” (p. 169).
The statement showed that the most useful and helpful of reading strategies for learners or native
speakers are skimming and scanning.

The research did a preliminary research interview with a teacher of SMP Muhammadiyah
Kasihan, and the result revealed that students of SMP Muhammadiyah Kasihan who did reading
practice for several times got several difficulties. The difficulties were limit of time to answer
questions in reading test and lack of vocabulary so that they gave up continuing reading the rest
of the passage and became lazy to read the whole passage. This problem usually appears in
several test activities that include the reading comprehension. This activity will impact them in
the future when they have English test of the National test, and affect their score too.

According to Nurhadi (2010), skimming is like sweeping every page to find any
information from the books. It means that skimming is one of the reading skills to get

information in a quick way. According to Djuwarsih (2006, p. 464), “skimming is a skill of
getting general idea of a text. It means that we need only short time to read the text.”The
statement showed that skimming is a good way to use in reading comprehension when the time is
very limited.

Buzan (2010) also mentioned that people usually use scanning in their daily life to
find direction, place, and object and people. “People are so rare to use skimming. People use it in
order to gain general overview of that material” (Brown, 2007, p.92). Moreover, “Scanning is
reading skill in getting specific information from a text. When we want to know some specific
information from the text, we should not read the whole passage carefully” (Djuwarsih, 2006,
p.14).Basically, scanning is a reading skill that is used to find specific detail information in a
quick way by finding keywords. The purpose of scanning is to search a specific answer in a high
speed. Skimming and scanning are easy to do and appropriate for everyone when they only have
limit of time to find information in a quick way.

The aim of this study is to find the effect of skimming and scanning to develop reading
ability of students. The researcher thinks it is important to do the research because skimming and
scanning are one of the fastest methods to find important and detail information in limited time.
For example, when people do an exam or test, they can use the technique of skimming and
scanning. In addition to the reason of the researcher to do this research, based on the results of
the interview, the students of SMP Muhammadiyah Kasihan were lazy to read the whole passage
of reading activities, they did not understand some of the vocabulary and it made them confused
and stopped reading the next sentence of the passage. Thus, the researcher attempts to propose
solution by giving the students information and exercises about skimming and scanning to

improve their reading comprehension. After that, the students can use that in their daily life
especially in reading test.
Identification of the Research
There are three points of identification problem in this research. Those problems are
based on the interview with the teacher at SMP Muhammadiyah Kasihan. First, students were
lack of time; it means that a lot of students of SMP Muhammadiyah Kasihan got difficulties in
finishing the question in reading test because the limit of time they had.

Second, students were lack of vocabulary. The students of SMP Muhammadiyah Kasihan
in grade 8 have few vocabularies because most of them do not apply the vocabularies in their
daily life or in writing and speaking. Based on the researcher’s experiences, a lot of students just
waste their time thinking about the vocabulary that they do not understand and that make them in
difficulties in finishing the task. Therefore, most of them just guess the answer rather than try to
read the whole sentence and try to get the main point from a sentence.

Last, students are reluctant to read the whole text. This factor is another reason why most
of the students get the wrong answer for the reading test. Most of the students are just not bother
to read the whole passage and the students prefer to guess the answer or copy the answer from
their friends.

Limitation of the Research

This research focuses on the application of skimming and scanning technique in reading
comprehension at SMP Muhammadiyah Kasihan grade 8.The reason why the researcher chose
this SMP Muhammadiyah Kasihan grade 8 is because the students are very enthusiasm towards

studying English. Moreover, the students in grade 8 have learned skimming and scanningin
depth. Therefore, the researcher just needs to give more input about skimming and scanning and
a lot of support by saying a good thing to the students and help them if they do not understand
about the questions or the text.

Research Question

1) How effective are skimming and scanning techniques to improve the reading
comprehension ability of students at SMP Muhammadiyah Kasihan?

The Purpose of the Research

In line with the research question, the purposes of this study is to find out how effective
skimming and scanning techniques are to improve the reading comprehension ability of students
at SMP Muhammadiyah Kasihan.

Significance of Research

There are three significant points of this study that provide valuable contribution there are
to the students, the lecturers, and the future researchers:

Students. T findings of this research can help the students of SMP Muhammadiyah
Kasihan to find detail information in reading text with limit of time. This research may also help
the students to find out keyword.

Lecturers. This research contains the information about students’ ability to skim and
scan the reading text. The research findings may help the lecturers to find increasementof
students in reading text.

Future researchers.This research is expected to inspire the future researchers in
conducting the next research dealing with skim and scan in reading text. The future researchers
may use this research as a guide to conduct their own research or experiment concerning with
skimming and scanning.

Chapter Two

Literature Review

This study aims at finding out the effect of skimming and scanning the reading text
in English learning process. This chapter presents the definition of reading, definition of
skimming, type of skimming; types of strategies are used in skimming, definition of
scanning, advantages and disadvantages from scanning. The theoretical framework of this
study is also presented in this chapter.

Definition of Reading

There are many definitions of reading stated by experts from different views.
According to Nunan (1999) as cited in Akbar (2011), reading is sometimes viewed as a
passive skill. It involves the process of generating ideas by others that are transmitted
through language. It also involves the written language and the highly complex cognitive
processing operations. Furthermore, reading is very important. By doing reading we can get
a new vocabulary that will be valuable in the future.

Definition of Reading Skills

Brown (2004) noted that reading comprehension has big elements. There are micro
and macro skills. There are several points of micro skills. The first micro skill is

discriminating among the distinctive graphemes and orthographic patterns of English. The
second micro skill is retaining chunk of language of different lengths in short-term memory.
The third micro skill is processing writing at an efficient rate of speed to suit the purpose.
The fourth micro skill is recognizing a core of words, and interpreting word order patterns
and their significance. The fifth micro skill is recognizing grammatical word classes (noun,
verb, etc.), systems (for example tense, agreement, pluralization), patterns, rules and
elliptical forms. The sixth micro skill is recognizing that a particular meaning will be the
next point, and it may be expressed in different grammatical forms. The last micro skill is
recognizing cohesive devices in written discourse and their role in signaling the relationship
between and among clauses.

On the other hand, the macro skills also have some points. The first point is recognizing
the rhetorical forms of written discourse and their significance for interpretation. The
second point is recognizing the communicative functions of written texts based on form and
purpose. The third point is inferring context that is not explicit by using background
knowledge. The fourth point is distinguishing between literal and implied meanings. The
fifth point is detecting culturally specific references and interpreting them in a context of
the appropriate cultural schemata. The sixth is developing and using a battery of reading
strategies, such as scanning and skimming, detecting discourse markers, guessing the
meaning of words from context, activating schemata for the interpretation of texts, inferring
links and connections between supporting idea, new information, given information,

generalization and exemplification from described events, ideas, etc.

Reading Comprehension

There are a lot of intrinsic and extrinsic factors to succeed in reading. According to
Zimmermann and Hutchins (2003) as cited in Moreillon (2007), reading comprehension is
a tool that good readers use to solve the comprehension problems they encounter in text.
Reading comprehension is a complex interaction of language, sensory perception, memory,
and motivational aspects (Woolley, 2008). Alfassi (2004) stated that students should
understand the meaning of text, critically evaluate the message, remember the content, and
apply the new-found knowledge flexibly. The students need to understand how to think
critically and evaluate the text properly for obtaining information in current society.
“The important point is that understanding text is not simply remembering the
content that is presented, but rather involves combining this content with past knowledge to
form a durable representation that can inform future behaviour and learning” (Catts, 2009,
p.179). Understanding the text is not as easy as simply remembering the content.

Reading Strategies

Brown (2001) identified more specific strategies in reading, and explained them in
sequences so that the process can clearly be seen. First, it identifies the purpose of reading.
Second, it uses graphemicrules and patterns to aid in bottom up coding (especially for

beginning level learners).Third, it uses efficient silent reading techniques for relatively
rapid comprehension (for intermediate to advanced level). Fourth, it is skimming the text
fix main ideas. Fifth, it scans the text for specific information. Sixth, it uses semantic
mapping or clustering. Seventh, it guesses when you are not sure. Eighth, it analyzes
vocabulary. Next, it distinguishes between literal and implied meanings. Last, it capitalizes
condiscourse markers to process relationship.

Reading Strategies and How They Affect Reading Comprehension

Baker and Boonkit (2004), Soleimani(2008) Willingham (2006), and Griffiths
(2003) as cited in Zare and Othman, (2013) stated that there are the positive relationship
between the use of reading strategies and reading comprehension achievement. “Secondary
school and university students have problems in reading in English and using reading
strategies for better comprehension” (Molla, 2015, p.35).This statement above means that
in secondary and university students most of them have problems in reading in English. By
using reading strategies, students can improve their reading comprehension. Moreover,
Brown (2001) stated that when students build some appropriate and effective reading
strategies, the reading comprehension appears.
Houtveen et al (2007) as cited in Alsamadani (2011) stated “the students who were
trained in the use of reading strategies had substantially better reading comprehension
results than those who were not trained” (p.185).They showed that students who use

reading strategies will be good at reading comprehension. Carrell (1989), Carol (2002), and
Janzen (1996)as cited in Molla(2015) argued “if reading strategies can be taught to learners
and that reading strategy instruction can benefit all students” (p.35)
Wilhelm and Li (2008) contended that “for most second language learners who are
already literate in a previous language, reading comprehension is primarily a matter of
developing appropriate and efficient comprehension strategies” (p. 291). Alsamadani
(2009) “asserted:
The quality of reading strategies is vital, whereas the quantity of reading strategies
used while reading does not guarantee reading comprehension. All of these studies
suggest that reading teachers can teach their students to use quality strategies not
only to improve their reading comprehension, but also to increase awareness of their
own performance as they read. (p.185)

The statement of Alsamadi (2009) showed reading strategies are important in increasing
reading comprehension and awareness of the second language learners’ performance as
they read.

Comprehension and reading strategies show how readers perceive a task as well as
steps they take to understand and make sense of what they read (Singhal, 2001). The
statement tells that comprehension and reading strategies support each other to understand

and make sense of what we read. Moreover, Grabe (2004) said, when the reading strategies
is used appropriately, student can improve their reading comprehension skills. Overall,
reading strategies and comprehension support each other and give effect to one of them.

Definition of Skimming

The understanding of skimming can be found out from many sources. According to
Liao (2011, p.2) “skimming is done at a speed three to four times faster than normal
reading.” The strategies of skimming and scanning are well-known and help students to
improve their speed of reading. Macleod (2013) wrote that skimming involves a through
overview of a text and implies a reading competence. People usually do skimming when
they have a lot of keywords to find with a limit amount of time and they already read the
passage before and they just need to find the important keywords. Basically, skimming is
one of the reading skills that give the theme, the purpose, and the perspective of the writer
in text.

According to Richards (1992) in (Ng Chiew Hong, 2013) defined skimming as
looking keywords on reading text with a quick of time. Skimming is used when the reader
wants to quickly identify the main ideas from a passage. Skimming can also help the reader
make decisions about which part of the text is important by looking at the specific
keywords in limit of time.

Technique of Skimming

According to Nurhadi (2010), there are steps that need to be done to do skimming.
First, we have to have ideas of “What are we searching for or what do we need from the
book?” (Nurhadi, 2010, p. 115).Second, with the help of table content or acknowledgement
(if books that we use), find the possibility if the information you need it is inside that book.
Third, with a lot of attention to it, try to investigate with a high speed every line of reading
that you are facing. For kind of book, level that is need to be investigate maybe not line, but
paragraph. Next, stop if you feel you get the sentence or title that shows what you are
searching for. Lastly, read with a normal speed, and try to understand what you are
searching for.

The Advantages of Skimming

Skimming has many advantages. Mikulecky and Jeffries (2004) stated that skimming is
a high speed reading that can save time and help the readers get through lots of materials
quickly. Skimming is done at a speed three or four times faster than normal reading. When
the reader skims, he or she will spend less time than normal time. Brown (2004) defined
that skimming is a prediction strategy used to give a reader a sense of the topic and purpose
of the text, the organization of the text, the perspective or point of view of the writer, its
ease or difficulty, and/or its usefulness to the reader.

Definition of Scanning

Djuwarsih (2006) stated scanning is a reading skill in getting specific information
from a text. In this reading skill, students try to find out specific and detail information such
as names, places, dates, and others.

Brown (2001) maintained:

Scanning is a quickly searching for some particular piece of information in a text.
Scanning exercises may ask students to look for names or dates, to find a definition
of a key concept, or to list a certain number of supporting detail. The purpose of
scanning is to extract specific information without reading through the whole text.
(p. 308)

Techniques of Scanning

Nurhadi (2010) mentioned there are steps that need to be done in scanning. First,
look at the table list of contents and preference with glance. Second, look at shortly the
background of how the book is written. Third, read the introduction briefly. Next, find the
important chapter in the list of contents. Then, read the conclusion (if there is
conclusion).Last, look briefly if there is bibliography, index, or appendix.

The Advantages of Scanning

Grellet (1981) as cited in Winarti (2010) mentioned some advantages of scanning.
First, scanning helps the students only to try to locate specific information. Second,
scanning helps the students to follow the linearity of the passage. Last, scanning helps the
students to use the time efficiently. Thus, scanning helps the students to find information if
they have limit of time.
Overall, skimming and scanning is really helpful to improving the students’ speed in
comprehension. According to Broughton et al. (1980), Smith (1971) and Brower and Bever
(1970) in Abdelrahman & Muwafaq (2014) stated that “if the learner wants to be fast in
comprehending a text, he or she needs to practice skimming and scanning”. Basically,
skimming and scanning have a big role in reading comprehension.
How to Teach Skimming and Scanning
According to Mack and Ojalvo (2009), before the class, the teacher chooses the “6
Q’s” which is what, where, when, which, who and how post that will suit the class. Note
that not all questions have answers in the text as sometimes personal questions are included
to allow students to make personal connections to the article contents. For this exercise,
allow students to skip those questions, or choose a different “6 Q’s” post.
The teacher should introduce and discuss the term of skimming and scanning and

discuss will be useful. Skimming is discovering the main ideas of a text by reading first and
last paragraph and topic sentences, and paying attention to other details on the page like
titles, bold type or italics, photograph captions, etc. Scanning is when one looks down and
around a page quickly and efficiently to search for important words, facts or phrases to find
specific information. The teacher should tell students that during the class activity they will
be practicing these two skills, skimming and scanning.

The activity has been divided into two parts, one on skimming and the other on
scanning, as you may wish to concentrate on one skill or the other, or both.

Part One: Skimming. The teacher should remind students that skimming is used to
quickly find the main ideas of a text, and that skimming is often done at a speed three to
four times faster than normal critical reading speed. After that the teacher asks the students
about when you might use skimming, they may be asked in what situations it is useful.
Then, the teacher can tell students that skimming is useful if they have a great deal of
material to read in a short amount of time, or to quickly ascertain whether a text (like the
daily newspaper) merits a closer read.

While reviewing the skimming strategies, the teacher writes on the board. First, the
teacher should tell the students to read the first and last paragraphs of an article first.
Second, the teacher may require the students to notice the titles and headings and
subheadings in the article. Third, the teacher tells the student to look at the illustrations,

graphs, or other visuals on the page. After that, the students need to read the captions of the
visuals in the article. Last, the students need to read the first sentence of each paragraph.

Once the class is clear on the strategies, each student should skim the front page of
article. Next, the teacher and the students need to have a class discussion about the various
stories that caught their attention and why.
The article invariably takes most of its material from that day’s printed front page of
The Times, though it is possible that not every question is from there. The teacher can have
students to go to today’s quiz and see how many questions they can answer based on their
skimming. When the class is finished, students should discuss which skimming strategies
were the most effective, and then report out to the larger group.

Part Two: Scanning. First, the teacher should remind the students that scanning is a
technique they already use, for instance, when looking up a word in a dictionary or trying to
find a specific phrase or number on a printed page. When the students do scanning, they
move their eyes to find specific words, numbers or phrases.

Second, the teacher can begin by asking students to identify differences between
skimming and scanning. If it is not mentioned, the teacher can add the idea that scanning
often comes before skimming. For example, scanning can be used to determine if a
resource has the information that the students looking for. Once the resource is scanned, it

can then be skimmed for more detail.

Third, the teacher needs to remind students to look for words in boldface or italics
when they are scanning, and to pay attention to details like fonts (typefaces), as well as to
numbers. The teacher may introduce a scanning game. For this game, the teacher can
choose three to five vocabulary words and write them on the board. Then, the teacher tells
students that they will have a contest to find how many times the word appears on the front
page of the article.

Last, another way to play this game, to work on both scanning and vocabulary, is to
have students scan the article for vocabulary words they do not know, look them up and
record the definition, then have each team challenge another team to find their words.

Conceptual Framework

This research focuses on skimming and scanning. Skimming and scanning are used
when reading all kinds of documents and articles. There are several reading strategies
which are identifying the purpose of reading, using graphemicrules and patterns, using
efficient silent reading techniques, skimming and scanning, and semantic mapping or
clustering, etc. However, the fastest and simplest strategies are skimming and scanning.
Skimming and scanning are the most effective reading strategies to enhance the students’
reading comprehension.

There are several points of skimming and scanning. Basically, in the technique of
skimming, the students need to find what they need from the book. Then, they need to read
the text with a quick speed. If the students find what they are look for, they stop and think
what they are looking for. Besides, scanning is only to find keywords by looking at the text
at glance.

Figure 1. Conceptual Framework

Skimming

Reading

Technique
of
Skimming

Reading
Skill

What are we searching for or what do we need from the
book?
With the help of table content or acknowledgement, find the
possibility if the information you need it inside that book.
With a lot of attention to it try to investigate with a high
speed every line of reading that you are facing.
Stop if you feel you get the sentence or title that shows what
you are searching for.
Read with a normal speed and try to understand what you
are searching for.
Look at the table list of contents and preference with glance.

Scanning

Technique
of
Scanning

Look at shortly the background of how the book is written.
Read the introduction briefly.
Find in the list of contents the important chapter.
Look at briefly if there is bibliography, index or appendix.

Hypothesis

Based on all of the study, the researcher hypothesized:

Ho (Null hypothesis) is that skimming and scanning techniques are not effective to improve
the reading comprehension ability of students at SMP Muhammadiyah Kasihan. H1
(alternative Hypothesis) is that skimming and scanning techniques are effective to improve
the reading comprehension ability of students at SMP Muhammadiyah Kasihan.

Chapter Three

Methodology

This chapter presents research design, setting and participants of the research,
research instrument, and data collection. Moreover, data analysis is also presented in this
chapter.

Research Design

The researcher examined the effects of skimming and scanning to develop reading
ability of students. In this case, the researcher used the experimental method. Based on
Creswell (2003), experimental method was suitable for finding the relationship among
variables and posing this in terms of questions or hypothesis. This means that the
experimental method was a good way to find the relationship between one variable to
another variable. Experimental design was included in quantitative research. The researcher
wanted to test an idea and to determine the influences from the research instruments.

There are some types in experimental design, namely true experiment, quasiexperiment, and factorial design. Based on Creswell (2012, p. 309-315), “quasi- experiment
is divided into two types. There are time and non-equivalent control group design”. Cohen,
Manion, Morrison(2007) defined that “quasi-experiment is a type of experimental design
that the researcher undertakes his study with groups that are interact, that is to say ,the

groups have been constituted by means other than random selection”(p.212).
In this research, the researcher used quasi experiments. She chose quasi experiments
because this type of experiments uses a whole group class. It was supported by Lodico,
Spaulding and Voegtle (2010) that said “quasi- experimental study, involves random
assignment of whole group of treatment” (p.261).Cohen, et al. (2007) added that “the
groups have been constituted by means other than random selection” (p.212).The group of
quasi-experimental was chosen by using random selection and that was the same as what
the researcher already chose for the sampling.

This research was conducted by using an experimental research which had two
variables and two groups. The two variables were skimming and scanning techniques as an
independent variable and reading comprehension as the dependent variable. Then, there
were two groups that one group as an experimental group was taught using skimming and
scanning technique and another one as the control group was taught without using
skimming and scanning techniques. The design of the research is shown in table 1.1.

Table 1.1

Research Design
Group

Pre – test

Treatment

Post – test

Skimming and Scanning
Experimental

√

√
Technique

Control

√

Without Skimming and Scanning

√

Technique

List of Table 1.1 Research Design

In this research, experimental group was given a treatment which was skimming
and scanning technique. The treatment was supposed to have a good effect towards students
in reading comprehension. On the other hand, control group was not given any treatment.
In here control group was taught as a normal class. The control group did the same
activities that the students had to do reading comprehension, but the researcher did not give
any input. Before the treatment, the researcher did pre-test because she wanted to know the
ability of the students in reading comprehension. After the treatment, the researcher did
post-test for experimental group and control group so that she could compare the results
before the treatment and after the treatment. Then, the researcher would teach both

experimental and control group to make sure that the results were valid.

Population, Sample and Sampling

Population. The population of this research was students of grade 8 at SMP
Muhammadiyah Kasihan. The reason of choosing SMP Muhammadiyah Kasihan as the
research setting was because the school was near the researcher’s boarding house so that it
would ease the researcher to gather the data in term of accessibility of place. It was
supported by Plumber (1983) as cited in Cohen, et al.(2007) stating that “accessibility of
place and availability of time, and the awareness of the potential informant of his or her
particular cultural milieu” (p.199). The researcher got suggestion from her teacher that
students of grade 8 were better the research participants than students of grade 7 and 9. For
one reason, students of grade 7 were still adapting to the situation of school which was
different from elementary school so that they were considered having limit of reading
comprehension experience. The other reason was that students of grade 9were busy
preparing themselves for their national exam. Therefore, grade 8 was the best level in
reading comprehension because the students already had more experience than students of
grade7. Indeed, there were 6 classes of grade 8 at SMP Muhammadiyah Kasihan.

Moreover, the researcher found that the school had been applying some materials of
skimming and scanning in reading activities. This circumstance was really helpful for
researcher because the students have already known the basic of skimming and scanning so

that the researcher just needed to give in depth information of skimming and scanning
activity and refresh what they had already known about skimming and scanning.

To conclude based on the interview with the English teacher at SMP
Muhammadiyah Kasihan, the students were very enthusiastic about learning English even
though they needed a lot of support when they were studying. In here the research chose
grade 8 as the population because the students were not as busy as students of grade 9 who
would have their final exam soon. Meanwhile, students of grade 7 have not studied
skimming and scanning yet so that students of grade 8 were suitable for the experiment
because they had a lot of experience of reading activities.
Sampling and sample. Kothari (2004) stated “sample is definite plan for obtaining
a sample from a given population” (p.55).The sample of this research was class A as the
experimental group and class E as the control group. Johnsen and Christensen (2012)
defined sampling is the process of sample from population. Random sampling was used
when a researcher chose specific research targets within the population for a particular
study or research project. The researcher chose to use random sampling to conduct this
research because this method was a good way to choose sample as representatives
(Darmadi, 2011). The researcher selected two classes as participants regarding the random
sampling technique. The way the researcher did the random sampling was by making a
lottery to decide two classes as the experimental group and the control group in this

research. Class which went out first from the lottery was the experimental group and the
second class which was out from the lottery was the control group. The researcher had done
the lottery and the experimental group was class A and the control group was class E.

Figure 2.Data Collection

Pre-Test

Experimental Group

Control Group

Treatment

No Treatment

1) Giving presentation about skimming and giving

Just do normal

out a question that the students can use

teaching by giving

techniques of skimming to find the answer.

out reading

2) Giving presentation about scanning and giving a

comprehension and

question that the students can use techniques of

tell the students to

scanning to find the answer.

answer the question s

3) Refresh what they remember about skimming
and scanning by using mind map and discussing
what is missing from the mind map.
4) Refresh the whole materials about skimming and
scanning and the students are required to make
their own text that can be done by skimming and
scanning.

Post-Test

base on the text.

The researcher used an experiment as an instrument to collect the data. According to
Lodilco, Spaulding, and Voegtle (2010, p. 228 – 229) “experimental distinct from other
forms of quantitative research is that the researcher controls or manipulates how groups of
participants are treated and measures how the treatment affects each group.”. In this
experiment, there were two groups. Based on Darmadi (2011), the groups are a treatment
group which will get treatment and a control group that will not get any treatment.
Danscombe (2007) stated “instead of measuring the change from time 1 to time 2, we
measure the difference between the control group and the experimental group at the end of
the experiment at the time 2 (p.51)”. In experimental it is preference to have control group
to make it easier to compare the results.

In this research, the research chose tests as data collection method as Cresswell
(2012) stated that in experimental design some quantitative researchers seek to test whether
an educational practice or idea makes difference for an individual. The tests that the
researcher used were pre-test and post-test. Based on Darmadi H. (2011, p. 200), “a
successful of treatment was definite by comparing the pre-te