TEACHING READING COMPREHENSION THROUGH SCANNING TECHNIQUE AT THE SECOND YEAR OF SMP NEGERI 5 BANDAR LAMPUNG

ABSTRACT

TEACHING READING COMPREHENSION THROUGH SCANNING TECHNIQUE AT THE SECOND YEAR OF SMP NEGERI 5 BANDAR

LAMPUNG

BY

NANA AGUSTINA

This research was conducted from the considerations that the students still got low scores in reading comprehension test. There were many factors that influenced students’ problem in comprehending the reading text. One of which is the strategy used by the teacher for teaching reading in the class. One of the strategies which is considered applicable to teach students’ reading comprehension is scanning technique. Therefore, this research was intended to find out whether there was a significant difference of students’ reading comprehension achievement in

identifying the specific information after being taught through scanning technique. This research was conducted at SMPN 5 Bandar Lampung. The population of this research was the second year students that consist of six classes and two classes were chosen randomly by using lottery as experimental class and tryout class. The study applied one group pretest posttest design. The students were given three treatments. As the instrument, the researcher used objective reading test, that is, multiple choice test that was administered in both pretest and posttest.

Repeated Measures t-test was used to analyze the data and the hypothesis testing was computed using SPSS version 15.0 at the level significant of .05. Based on the calculation of t-test, the result shows that there is significant increase on students’ reading comprehension after being taught through scanning technique (p<.05, p=.000), with the increase of mean point in pretest and posttest was 21.17. It indicates that Scanning technique could be used to increase students’ reading comprehension in identifying the specific information significantly.

Research Title : TEACHING READING COMPREHENSION THROUGH SCANNING TECHNIQUE AT THE SECOND YEAR OF SMPN 5 BANDAR LAMPUNG Students’ Name : Nana Agustina

Students’ Number : 0543042028 Department : Language and Arts Study Program : English Education

Faculty : Teacher Training and Education

APPROVED BY

1. Advisory Committee

Advisor I Advisor II

Prof. Dr. Cucu Sutarsyah, M.A. Dra. Hartati Hasan, M.Hum. NIP 19570406 198603 1 002 NIP 19490928 197603 2 001

2. The Chairperson of

the Departement of Language and Arts Education

Dr. Muhammad Fuad, M.Hum.

NIP 19590722 198603 1 003

TEACHING READING COMPREHENSION THROUGH SCANNING TECHNIQUE AT THE SECOND YEAR OF SMPN 5 BANDAR LAMPUNG

(Script)

By: Nana Agustina

0543042028

Advisors:

Prof. Dr. Cucu Sutarsyah, M.A Dra. Hartati Hasan, M.Hum.

LANGUAGE AND ARTS DEPARTMENT

TEACHING TRAINNING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

TEACHING READING COMPREHENSION THROUGH SCANNING TECHNIQUE AT THE SECOND YEAR OF SMPN 5 BANDAR LAMPUNG

(Script)

By: Nana Agustina

LANGUAGE AND ARTS DEPARTMENT

TEACHING TRAINNING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

CURRICULUM VITAE

The writer’s name is Nana Agustina. She was born in Bandar Lampung, on August 06th, 1987. She is the oldest child of a harmonious couple, Misdja and Suharni. She has one brother and one sister, namely Agung Winandar and Elliyen Sutrisna.

She joined pre-elementary school at TK Al-Hidayah Tanjung Karang in 1992 before continuing her study to SD Negeri 2 Sawah Lama in 1993. Having graduated from the Elementary School in 1999, she went to SLTP Negeri 28 Bandar Lampung and graduated in 2002. Three years later, she completed her study at SMAN 12 Bandar Lampung. And in 2005, she was registered as S1 (Non-Regular) student of English Education Study Program at Teacher Training and Education Faculty (FKIP) of Lampung University.

In 2009, precisely in February to April she conducted the Teaching Practice Program (PPL) as one of the requirements for FKIP students at SMKN 4 Bandar Lampung.

MOTTO

“Where there is a will, there is a way”.

DEDICATION

This script is fully dedicated to:

My beloved parents, Suharni, S.Pd and Misdja

My siblings, Agung Winandar, Elliyen Sutrisna

My cousin Muhammad Katon

My best friends ever Puji Rahmawati Ningsih, Marisa Reti Lova Sari, Rahmaiza Ilyani, Tri Agus Fajardini, Mery Novita, Juli Komaria, Faradiaswita, Ida

TABLE OF CONTENTS

Page

ABSTRACT ... i

APPROVAL ... ii

ADMITTED ... iii

CURRICULUM VITAE ... iv

DEDICATION ... v

MOTTO ... vi

ACKNOWLEDGMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xi

LIST OF APPENDICES ... xii

I INTRODUCTION 1.1 Background of the Problem ... 1

1.2 Formulation of the Problem ... 5

1.3 Objective of the Research ... 5

1.4 Uses of the Research ... 5

1.5 Scope of the Research ... 6

1.6 Definition of Terms ... 6

II FRAME OF THEORIES 2.1 Concept of Reading ... 8

2.2 Aspect of Reading ... 9

2.3 Concept of Reading Comprehension ... 10

2.4 Concept of Teaching Reading ... 11

2.5 Concept of Narrative Text ... 13

2.6 Concept of Scanning Technique ... 14

2.7 Advantages and Disadvantages of Scanning Technique ... 16

2.8 The Criteria for Choosing Various Types of Reading Text ... 18

2.9 Teaching Reading through Scanning Technique ... 20

2.10 Teaching Procedures ... 22

2.11 Theoretical Assumption ... 23

2.12 The Hypothesis ... 24

III RESEARCH METHODS 3.1 Research Design ... 25

3.2 Population and Sample ... 27

3.3.1 Validity of the Instrument ... 28

3.3.2 Reliability of the Instrument ... 29

3.3.3 Level of Difficulty... 31

3.3.4 Discrimination Power ... 32

3.3.5 Scoring System... 33

3.4 Procedures of Collecting Data ... 33

3.5 Hypothesis Testing ... 35

IV RESULT AND DISCUSSION 4.1 Result of the Test ... 36

4.1.1 Result of Try Out Test ... 37

4.1.2 Result of Pretest ... 38

4.1.3 Result of Posttest ... 39

4.1.4 The Increase of Students’ Reading Comprehension Achievement ... 40

4.1.5 The Result of Students’ Achievement... 41

4.2. Discussion ... 41

V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 45

5.2 Suggestions ... 47

REFERENCES ... 48

LIST OF TABLES

Page

1. Distribution of the Pretest Scores... 38

2. Distribution of the Posttest Scores ... 39

3. Mean score of Pretest and Posttest... 40

LIST OF APPENDICES

Page

Appendix 1. The Schedule of Research ... 51

Appendix 2. Reading Test ... 52

Appendix 3.Reliability Analysis of Tryout Test (1st half) ... 63

Appendix 4.Reliability Analysis of Tryout Test (2nd half) ... 64

Appendix 5.Level of Difficulty and Discrimination Power of Try Out Test ... 65

Appendix 6.Reliability analysis of try out test ... 66

Appendix 7.The Coeficient of The Reliability of try out test ... 67

Appendix 8.The Result of Pretest and Postest ... 68

Appendix 9.Pretest ... 69

Appendix10. Posttest ... 77

Appendix11. Lesson Plan I ... 85

Appendix12.Lesson Plan II ... 89

I. INTRODUCTION

This chapter discusses the background of the problem, the research problem, the objective of the research, the uses of the research, the scope of the research, and definition of terms.

1.1 Background of the problem

Reading is the most important skill of all for most students of English throughout the world (Christian and Marry 1976). Both English teacher and student need to improve and master four important language skills, i.e. listening, speaking, reading, and writing. By reading, the students are able to access much

information. However, the students must have strategy to do quick reading in short time. In order to do such tasks, the students should have scanning technique. By scanning, the students can glance rapidly through the text to search for a specific piece of information.

There are some factors that influence the students’ reading comprehension; namely reading materials, reading techniques, and schemata. Reading materials refer to the written things to be read, e.g. short article, monologue and functional text. Reading techniques refer to the way we use in reading, e.g. scanning,

skimming, and mapping. Schemata refer to the readers’ background knowledge and the previously acquired knowledge to understand the reading topic (Carrel, quoted in Simanjuntak, 1988:4), e.g. students’ thought when they read a title of a text. The three techniques depend on each other and affect the process in

achieving reading.

Reading always has a purpose. It is something that we do every day, it is an integral part of our daily lives, taken very much for granted and generally assumed to be something that everyone can do. The reason for reading depends very much on the purpose of reading. For example, reading an advertisement (e.g. job vacancy), we want to know and get the information about a job. To be able to read effectively and efficiently, readers should have particular purpose in their mind before they interact with the text. For that reason, they know what they have to do with the text based on their reading purpose.

The aim of teaching reading in 2006 Curriculum is that the students are able to understand monologue and functional texts. Monologue text is a text that should be mastered and known by the students of Junior High School. It can be in forms of short article, narrative text, recount text, procedure text, descriptive text and report text. Functional text is a text used for everyday information. It is called functional because it helps the reader function in day-to-day life, it can be in form of invitation card, TV schedule, advertisement, a memo and a pamphlet notifying the public of grand opening.

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The texts contain a lot of specific information (date, name, amount, time, etc.). Students of Junior High School have to interact with types of texts while they do not know what they have to do with the texts. It is difficult for them to answer the question from the text. When they want to identify the specific information in a text, they read the whole text. Finally, they are confused to identify the

information in the text.

The students (especially Junior High School) do not realize the appropriate techniques of reading which are needed to be applied in various type of text they interact. During reading process, they only apply the same technique for all types of reading texts. The result is that they don’t fully understand the main idea of their reading text. The goals and purposes of their reading are not achieved. The Junior High School students still find difficulty to get the information in the text i.e. the main idea or the specific information. For example, the students have to identify the specific information in a text quickly; they always read the whole passage words per words. It is ineffective and inefficient since they do not know and apply the appropriate technique for this purpose. What they have to do is fit the technique of reading with the type of text they read. In addition, to be efficient and effective readers, the students must realize that different texts need different techniques.

Yamin (2003: 24) found in his previous research at SMP Muhamadiyah Metro that the students was still confused in scanning technique process especially for the students who had low ability in English since the procedures in scanning was

not clearly explained in the teaching learning process. In addition, the teachers do not use the authentic materials and only adopt the course book. It caused the students do not realize and understand how to apply reading technique.

From the problems that have been investigated by the previous study, the researcher tried to apply scanning technique in reading as a technique for the Junior High School students. This technique helps student locate information quickly. The reader must know how information is arranged in a reading and how a text is organized as in Ghani’s study (1993: 1) that scanning is a type of reading that involves finding a particular piece of information located in materials that are otherwise of no interest to the reader. This research would also use authentic texts as reading materials in order to make the students familiar with the texts they will find in their daily life. In applying the authentic texts the researcher would give and select some materials that are still related to 2006 Curriculum during the treatments.

SMPN 5 Bandar Lampung was chosen as the population of this research is based on the consideration that this school still gets low score for reading test. In this case, the researcher proposes that a possible technique is considered to be applied in various types of texts for Junior High School students’ reading. Scanning technique as a technique in reading was useful to be used to identify the specific information in various types of texts for Junior High School students. Thus, the students could apply the technique in their reading texts appropriately.

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1.2 Formulation of the Problem

According to the background above, the writer has questions as the main problems of the research are:

1. Is there any significant difference of students’ reading comprehension achievement in identifying the specific information after being taught through scanning technique?

2. Does scanning technique improve the students’ reading achievement in class VIIIG of SMPN 5 Bandar Lampung?

1.3 Objective of the Research

In relation to the problem stated previously, the objective of this research is to find out whether the use of scanning technique can improve students’ reading comprehension achievement in class VIIIG of SMPN 5 Bandar Lampung.

1.4 Uses of the Research

Theoretically, the use of this research is:

฀ To verify previous theories dealing with scanning technique. Practically, the uses of this research are:

฀ To be a consideration for English teachers to apply scanning technique in teaching reading in their classroom.

฀ To encourage students’ awareness of identifying the specific information in various types of reading texts through scanning technique.

1.5 Scope of the Research

This research was conducted to increase the reading ability of 2nd grade Junior High School students. The text used for scanning technique in this research was monologue texts because the texts were learnt by Junior High School students based on Curriculum 2006. Particularly narrative text which was related to the syllabus of the second semester for 2nd grade of junior high school. Scanning technique was used for identifying the specific information within the texts. The materials were taken from various sources e.g. English magazines, students’ textbooks in form of short articles (monologue/essay texts).

1.6 Definition of Terms

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

Reading

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

Reading Comprehension

Reading comprehension is an ability which depends on the accuracy and speed of grapheme perception, that is, perception of written symbol, control of language relationship and structure, knowledge of vocabulary items and lexical

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combination, awareness of redundancy, the ability to use contextual clues and recognition of cultural allusions.

(Finocchiaro and Bonomo, 1973: 132)

Narrative Text

Narrative text is a text which deals with problematic events. Its purpose is to amuse or entertain the readers.

Scanning

Scanning is a reading rapidly to find a specific piece of information. (Vaezi, 2006: 5)

II. FRAME OF THEORIES

This chapter provides the concept of reading, concept of reading aspect, concept of reading comprehension, the concept of teaching reading, the concept of

narrative text, the concept of scanning technique, advantages and disadvantages of scanning technique, the criteria for choosing various types of reading text,

teaching reading through scanning technique, teaching procedures, theoretical assumption, and hypothesis.

2.1 Concept of Reading

Reading is one of the important skills which are needed by the students from elementary school to university. There have been several experts who provide the definitions of reading. Nuttal (1982: 42) defines reading as the meaningful

interpretation of printed or written verbal symbols. Other linguists, Finichiaro and Bonomo (1973: 199) state that Reading is bringing and getting meaning from the printed or written materials. Joycey (2006: 2) says that reading is an active skill, where the reader interacts with the text, and to some extent the writer. Smith (1982: 5-6) says that reading certainly implies comprehension, and reading is something that makes sense to the reader. The readers try to understand and get

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the meaning and information in the written texts in form of symbols, letters, graphs, etc. Thus, they grasp the writer’s messages from the texts.

Grellet (1985; 81: 7) states that reading is a construct process of guessing. Goodman (1976) and Smith (1978) say that reading is an active process of deriving meaning. Mackey (1979: 15) says that reading is an active process because it involves an interaction between thought and language. Reading as an active skill, where the reader interacts with the text, and to some extent the writer. It means if a reader finds a reading passage is interesting, his/her mind is fully engaged in trying to understand the reading.

In addition, Howart (2006: 1) cites that reading is, of course, just as

communicative as any other form of language. It means that in reading there is an interaction between the writer and the readers through the texts. The writer tries to encode the messages to the readers. Then, the readers try to decode the messages that sent by the writer.

From the definitions above, it can be inferred that reading is an act of

communication in which information is transferred from a writer to a reader.

2.2 Aspects of Reading

In this research, the researcher used three reading aspects in conducting the research, namely specific information, references, and vocabulary.

1. Specific information

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

2. References

Latulippe (1986:20) defines that reference is words or phrase used either before or after the reference in the reading material. They are used to avoid unnecessary repletion of words or phrases. It means that such words are used, they are signals to the reader to find the meaning elsawhere in the text.

3. Vocabulary

According to Wallace (1987:30) vocabulary is the stock of words used by the people or even person. Concerning with those statements indeed vocabulary is fundamental for everyone who want to speak or to produce utterance for reading.

2.3 Concept of Reading Comprehension

Finocchiaro and Bonomo (1973: 132) suggest that reading comprehension is an ability which depends on the accuracy and speed of grapheme perception, that is, perception of written symbol, control of language relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use contextual clues and recognition of cultural allusions.

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Smith (1982: 15) cites that comprehension in reading as a matter of “making sense” of text, of relating written language to what we know already and to we want to know. Comprehension can be regarded as a condition where certainty exists. We comprehend when we have no doubt about alternative interpretation or decisions in our mind. In addition, Dallman (1982: 23) states that reading is more than knowing what each letter of alphabet standing for; reading involves more than word recognition; that comprehension is an essential of reading that without comprehension no reading takes place.

Referring to the definitions above, it can be said that in comprehending the texts the students have to know their technique in reading. It means to make them easy to identify the specific information in the texts. One aspect that becomes essential in students’ reading is reading technique. It has direct “link” in comprehension and strategy or technique. The writer assumes that reading comprehension is students’ competence in comprehending the specific information, words and surface meaning in the texts which is described by students’ score with an appropriate technique.

2.4 Concept of Teaching Reading

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

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

 Building knowledge of language which will facilitate reading ability.  Building schematic knowledge.

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

 Developing an awareness of the structure of written texts in English.  Taking a critical stance to the contents of the texts.

It is important to build up students’ ability to adapt the reading technique according to reading purpose (i.e. scanning technique) as a goal in teaching reading.

Alyousef (2005: 143) says that in teaching reading, contemporary reading tasks, unlike the traditional materials, involve three-phase procedures: pre-, while-, and post- reading stages. The pre-reading stage helps in activating the relevant schema. For example, teachers can ask students some questions that arouse their interest while previewing the text. The aim of while-reading stage (or interactive process) is to develop students’ ability in tackling texts by developing their linguistic and schematic knowledge. Post-reading includes activities which

enhance learning comprehension using matching exercises, cloze exercises, cut-up sentences, and comprehension questions.

The aim of teaching reading is to develop students’ skills so that they can read English texts effectively and efficiently. To be able to do so the readers should have particular purposes in their mind before they interact with the texts. Effective and efficient reading is always purposeful and tends to focus mainly on the

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purpose of the activity. Then the purpose of reading is implemented into the development of different reading techniques: scanning, skimming, mapping. These can be real when the students read and interact with various types of texts, i.e. functional and monologue texts.

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

The writer assumed that in teaching reading, appropriate and possible technique should be applied based on the purpose of reading in order to get the

comprehension. They used reading technique to make their reading effective and efficient. Scanning as one of reading technique was possible to be applied by the junior high school students in their reading, e.g. students were able to identify and look for the specific information (date, time, etc) in various types of texts

(functional and monologue texts).

2.5 Concept of Narrative Text

According to School Based Curriculum (KTSP) for 8th grade of Junior High School students, there are several types of text that can be implemented for

teaching, namely descriptive, procedure, recount, narrative, and report. Narrative text is a text which deals with problematic events. Its purpose is to amuse or entertain the readers.

Generic structure of narrative text are:

 Orientation : sets of the scene, where, when or introduces who is the participant.

 Complication : what problem did the character(s) have?  Resolution : how was the problem solved?

 Coda (optional) : attitude messages to the readers. Language Features of narrative text are:

 Focus on specific or individual participant  Use of past tense

 Use of temporal conjunction or temporal circumstance: first, then, once upon a time, etc.

 Use of material process or action verbs.

To be clear, the following is the example of narrative text: Cinderella

Once upon a time there was a beautiful girl called Cinderella. She lived with her stepsister and stepmother. They were very bossy. She had to do all the housework.

One day an invitation to the hall came to the family. Her stepsister did not let her go, so Cinderella was very sad. The stepsister went to the hall without her.

Fortunately, the fairy good came and helped her to get to the hall. At the hall, Cinderella danced with the prince. The prince fell in love with her then he married her. They live happily ever after.

2.6 Concept of Scanning Technique

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(2006: 5) states that scanning is reading rapidly to find a specific piece of information. Grellet (1981) says that scanning is quickly searching for some particular piece of information in the text. According to Casey (2003: 2), scanning is a device used to locate details-specific question that may be asked at the end of the assignment. In addition, Ghani (1993: 1) says, “Scanning is a type of reading that involves finding a particular piece of information located in materials that are otherwise of no interest to the reader”. This technique helps student locate

information quickly. The reader must know how information is arranged in a reading and how a text is organized.

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

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

certain piece of written materials”. For instance, the students may be guided to ask themselves, “Why am I reading this text? What do I want to know or do after

reading?”

In fact while reading, the reader needs a technique to understand the text based on purpose or goal, i.e. scanning as an appropriate technique which the students can apply to get specific information quickly without reading the whole passage in various types of reading text that are found in daily life, e.g. advertisement, schedule, short articles. It can be used to encourage the students to focus and to concentrate on what they want or need to read in order to get the intended information quickly. Besides that, the students are practiced to think of clues to find the specific information, to move their eyes rapidly and to minimize boredom in classroom (Vaezi, 2003: 5).

It could be assumed that scanning technique was appropriate and possible technique to be used in identifying the specific information in the text quickly without reading the whole passage. First, the students were distributed the

questions. It was intended to make them understand with the specific information in texts. And then, they were asked to scan the texts.

2.7 Advantages and Disadvantages of Scanning Technique

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

The advantages of reading through scanning technique :

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specifically.

 The students are practiced to think of clues to find the specific information.  The students are stimulated to be creative and active in both asking and

answering the questions about the specific information and clues related to the text (Beare, 2006: 3).

 The students are motivated to look for the specific information and looking for clues they need in various types of texts (Vaezi, 2003: 4).

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

 The students can use the technique of scanning when they are looking for specific answers to information. Because the students know exactly what questions they want to answer, they speed-read and their eyes scan over the words / pages very quickly until they find what they are looking for, Then, the students can focus on the details they require

(http://etrain2.nuigalway.ie/studyskills/resources/chapter4.pdf).

The disadvantages of reading through scanning technique (Beare, 2006: 2):  Scanning means reading quickly, in this case sometimes the students ignore

to select which one the most important information.

 For some students they are difficult to comprehend and apply scanning as the technique in various texts, such as novel or short story.

From the explanation above, it can be assumed that scanning technique is a possible technique for the students to be applied in their reading. Besides

identifying the specific information, the students are trained to think of clues for the detail information. Needless to say, scanning technique can motivate them to

be active in finding the specific information in texts.

2.8 The Criteria for Choosing Various Types of Reading Text

The researcher used the authentic texts and textbook, since the textbook did not cover the types of texts that students had to read (e.g. advertisement, schedule, etc.). Besides, authentic materials were more suitable for the students to apply as what they find in real life. Authentic texts can be motivating because they are proved that the language was used for real-life purposes by real people (Nuttal, 1996: 172). The students could extract real information from a real text in a new/different language. It also can be extremely motivating, therefore increasing students’ motivation for learning by exposing them to „real’ language (Guariento & Morley 2001). Therefore, with authentic materials used the students could reflect the changes in language use, (again something that does not occur in textbooks, which become very dated, very quickly) as well as giving the learner the proof that the language was real and not only studied in the classroom. The reading texts are selected based on the following reasons (Nuttal, 1996):  Its length is considered appropriate for Junior High School students – long

enough to contain ample testable information, and not too long as to over-task students (number of paragraph is about 3-4 paragraphs for the articles). For the words contain have to be equal each of the texts.

 The level of difficulty is suitable. The researcher will take and use authentic materials, since the textbook does not provide the various types of text that students need to know. The materials will be taken from English textbooks and module. Therefore, the materials are quite appropriate and familiar for

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the students.

 Suitability of content, the materials are chosen for students’ interest and the material that have been taught. The themes are based on the Junior High School English Curriculum 2006. The genre is monologue/essay or articles for Junior High School students (narrative).

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

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

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

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

The materials were chosen from authentic sources not only from students’ textbook since the language is real and not only studied in classroom. The materials are monologue texts for Junior High School students. Authentic

materials can raise students’ awareness and motivation in scanning the texts. The materials were adapted from curriculum 2006 based on students’ interest and the materials that have been taught.

2.9 Teaching Reading through Scanning Technique

“Reading well” does not mean reading everything at the same pace and with the same technique (Casey, 2003: 1). Readers should be flexible. Once they determine their purpose for reading, they adjust their technique of reading to fit the type of material they are reading. Scanning is one of category of reading techniques, e.g. this skill can be used to get an overview of the content (date, time, etc.) while read a TV schedule.

Before starting to read a text, it is natural to think of the purpose of reading the text. Good reader expects to understand what they are reading. It includes the type of the text, their purpose of reading and an appropriate technique of reading that students should apply. Scanning as a technique, which means read quickly in order to identify specific information is appropriate to be applied in various types of texts.

Vaezi (2003: 3) states that good readers are active readers. They must be active in identifying the information they want in the text. They interact with the text to interpret the meaning or get what they want in the text. Therefore, the readers should match and fit the reading technique with the types of the texts.

Teachers should also be aware that there are actually three main levels of strands of comprehension: Literal, Interpretative, and Critical comprehension

(Mohammad, 1999: 2). Teacher’s responsibility is to determine the levels of comprehension they aim at. Student’s reading ability in identifying the specific information is in the first level of comprehension Literal Comprehension.

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teachers when preparing reading assessment. The teacher can ask students to find information and ideas that are explicitly stated in the text.

Classroom reading aims at helping students develop in reading technique i.e. scanning technique. They need to read more effectively in various types of texts. The researcher administers a classroom activity, which aims at reading practice focusing on scanning technique; it was a good idea to do some awareness rising of the various types of reading skills that they use naturally in their mother tongue (Beare, 2006: 1). The activities are as follows:

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

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

 Distributing comprehension questions and the text to the students.

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

 Asking the students to use the text to answer the questions. To increase difficulty add timing element (this should help students who insist on understanding every word not to do so).

 Extend activity by bringing a number of magazines concern with music, entertainment, traveling or similar activity and asking the students to

complete a given task e.g. finding a destination, they would like to visit. Once again, asking the student to do the exercise by scanning and not reading each word.

2.10 Teaching Procedures

Three various types of reading passages will be taken from many sources (English magazine, module, students’ textbook) in this research. The reading passages were chosen based on the students’ interest and the readability. The steps of this activity were divided into three phases, included pre-reading, while-reading and post-reading.

The procedures for conducting the teaching of reading include three steps, pre, while, and post (Alyousef, 2005):

Pre-reading:

 The teacher asks the students about some routines questions. Such as, Hi students, good morning, how are you? Etc.

 The teacher asks the question related to the topic they will learn, e.g. Have you heard the story of cinderella? Etc.

While-reading:

 The teacher explains about the generic structure, grammatical features and social function related to the topic “cinderella”

 The teacher explains how to use scanning technique to answer the question in the text

23

 The teacher asks the students to do the reading comprehension test individually

 The teacher and the students discuss the answer of the reading comprehension together

 The teacher gives the second text and asks the students to answer the questions by using scanning technique.

 The teacher collects the students answer

Post-reading:

 The teacher asks the students about what they have learnt.

 The teacher asks the students about the difficulty in understanding the lesson

By implementing this technique, it is hoped that there will be a significant improvement of students’ reading comprehension ability of narrative text before and after being taught through scanning technique.

2.11 Theoretical Assumption

Students’ reading ability can be developed through various techniques. The same technique might be better to be applied in reading ability. One of reading ability for the students is identifying the specific information. The students have to be able to identify the specific information in various types of texts (monologue and functional texts as the reading materials for Junior High School based on the curriculum 2006). In addition, the texts contain the detail information that requires the students to identify. Particular technique might match with students’ purpose in reading. It is aimed at getting the specific information in the texts. An

appropriate technique is considered developing students’ reading ability can be developed.

Junior High School students have functional and monologue texts as their reading based on curriculum 2006. Scanning technique is suitable and appropriate to be applied as students’ technique in reading. They find a lot of specific information in the texts without reading the whole passages. The writer assumes that scanning technique can be used to increase students’ reading ability in identifying the specific information in functional and monologue texts for Junior High School students.

Based on the literature review and the explanation above, it can be assumed that scanning technique can be used to increase students’ reading ability in identifying the specific information in monologue and functional texts for Junior High School students. It will make the students aware of their purpose of reading and can motivate them to identify the specific information in the texts.

2.12 The Hypothesis

Referring to the theoretical views presented earlier, the researcher stated her hypothesis as follows:

There is significant difference of students’ reading comprehension achievement in identifying the specific information after being taught through scanning technique.

III. RESEARCH METHODS

This chapter shows the research design, population and sample, data collecting technique, the procedure of collecting data, and hypothesis testing.

3.1 Research Design

This research investigated whether there was a significant increase in students’ reading ability in identifying specific information through scanning technique. This research used quantitative design, which has one group pretest-posttest

design. In this design, the pre-test and post-test were administered to investigated

whether scanning technique could be used to increase students’ reading ability in identifying the specific information significantly. Then, the mean (average score) of both pre-test and post-test compared to find out the progress before and after the treatments. Even though this design is not really considered model

experiments, its internal validity was questionable, and too many uncontrolled factors which could contribute to students final scores, it is easy and useful way of getting preliminary information on this research question (Hatch and Farhady, 1982: 20).

This study used one class as experimental group using simple random sampling,

which was selected randomly by using lottery. This class had both pre-test post-test and three treatments.

The design of the research was described as follows: T1 X T2

Where:

T1 : The Pretest X : Treatment T2 : The Post test

(Hatch and Farhadi in Setiady, 2006: 131)

This study investigated whether scanning technique could be used to increase students’ reading comprehension in identifying the specific information significantly by comparing the average score (mean) of the pretest with the average score (mean) of the posttest. Firstly, the researcher administered a pretest to the students to identify their achievement of reading comprehension in

identifying the specific information in monologue texts before applying the technique. Then, the students were given three treatments by using scanning technique. Eventually, a posttest was administered to identify students’ reading ability in identifying the specific information in monologue text after being taught by using scanning technique. The average score of the posttest was higher than the average score of the pretest, it indicated that scanning technique could be used to increase students’ reading ability in identifying the specific information

27

3.2 Population and Sample

The population of this research was the 2nd grade of SMPN 5 Bandar Lampung period 2011/2012. There were 7 classes in 2nd grade of SMPN 5 Bandar Lampung and consist of 34 – 40 students in each class (VIIIA-VIIIG). The sample was VIII.G as experimental class, which consist of 34 students. The class was selected randomly by using lottery, since the 2nd grade in SMPN 5 Bandar Lampung was no priority class. It was applied based on the consideration that every student in the population has the same chance to be chosen and in order to avoid the

subjectivity in the research (Setiyadi, 2006: 39). The experimental class had have pre-test, post-test, and three treatments.

3.3 Data Collecting Technique

This research used reading test as the instruments (the same test for both pre-test and post-test) in collecting the data. Multiple choices test was used since its marking is rapid, simple and most importantly reliable, that is, not subjective or influenced by marker judgments (Heaton, 1975: 151). Besides, it did not require writing, thus restricting it to the skill being tested – reading. Each test contains 4 passages and 20 items of reading in which each text had some questions. The questions had four alternative answers for each (A, B, C, and D), one was the correct answer and the rest were the distracters. The scoring system was that the load of each correct answer was four points. Therefore, if one participant answers all the items correctly, s/he will get 100 points (20x5).

3.3.1 Validity of the instrument

Validity of the instrument was considered in this research. The researcher took content and constructs validity for this research. It was considered that instrument should be valid and in line with reading theory and the material. The validity of the instrument was presented as follows:

 Content validity referred to the extent to which a test measures a

representative sample the subject matter contents, the focus of the content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982: 251). Content validity is intended to know whether the test items are good reflection of what will be covered. The test items were adapted from the materials that have been taught to the students. The test should be so constructed as to contain a representative sample of the course (Heaton, 1975: 160). This research applied two materials for the treatments. Those materials were monologues. To know whether the test have a good content validity, the items of the test is discussed with the experts (lectures and advisors) to measure the degree of agreement. The composition of the test items was presented in table 1: table of specification below

29

Table 1. Specification of the Validity Test

No Skills of Reading Item Numbers Percentage of Items 1 Finding specific

information

1, 3, 4, 6, 7, 8, 9, 12, 13, 14, 16, 17, 18, 19, 21, 23, 26, 27, 28, 32, 33, 34, 36, 39,40.

62.5 %

2 Reference 11, 15, 20, 29. 10 %

3 Vocabulary 2, 5, 10, 22, 24, 25, 30, 31, 35, 37, 38.

27.5%



 Regarding the construct validity, it measures whether the construction had already referred to the theory, meaning that the best construction had already in line with the objective of the learning (Hatch and Farhady, 1982: 251). To find the construct validity of the pretest and posttest, the theory of reading ability in identifying the specific information, references, and vocabulary are formulated the best items.

3.3.2 Reliability of the instrument

Reliability referred to the extent to which the test is consistent in its score, and gives us an indication of how accurate the test score are (Hatch and Farhady, 1982: 244). To test the reliability of the instruments, the researcher will use

1982: 246). By splitting the test into two equal parts (first half and second half); it is made as if the whole test has been taken in twice. The first half contains passage 1 and 2 and the items are number 1 until 10. The second half contains passage 3 and 4 involving question number 11 until 20. Moreover, by arranging the tests into first half and second half allowed the researcher to measure the test reliability by having split half method.

To measure the coefficient of the reliability between the first and second half, Pearson Product Moment will be used, which is formulated as follows:

r

1 = Where:

r1 = the coefficient reliability between first and second half group X = the total numbers of first half group

Y = the total numbers of second half group

= the square of X

= the square of Y

(Lado in Hughes, 1991: 3) Then to know the coefficient correlation of the whole items, Spearman Brown formula will be used:

rk = Where:

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



_



2



_

2



y x xy



2 x



2 y rl rl  1 2

31

The criteria of reliability are: 0.90 – 1.00 = high

0.50 – 0.89 = moderate 0.0 – 0.49 = low

(Hatch and Farhady, 1982: 268) If the reliability of the test reaches 0.50 the researcher will consider that it has been reliable. Hatch and Farhady (1982: 223) states that level of reliability about 0.90 – 1.00 it indicates that this instrument will produce consistent result when administers under similar condition to the same participant and in different time.

3.3.3 Level of Difficulty

Level of difficulty of the reading test will be used to classify the test items into difficult items and easy ones. The items should not be too difficult or too easy for the students. In this research, reading tests consist of two kinds: one for pretest and the other for posttest. Before being used, both kinds of the tests will be tried out, the result of which will be explained in this section.

In calculating the Level of Difficulty for each item, the following formula will be used:

LD = Where:

LD : level of Difficulty

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

N R

The criteria are: <0.30 : difficult 0.30-0.70 : average >0.70 : easy (Shohamy, 2985: 79)

3.3.4 Discrimination Power

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

DP = correct U – correct L

1/2 N

DP = Discrimination Power

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

The criteria are:

DP: 0.00 – 0.19 = Poor

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

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

33

3.3.5 Scoring System

In scoring students result of the test, the researcher used Arikunto Formula. This ideal score is 100. The scores of pretest and posttest were calculated by using formula as follow:

S =

Where:

S : the score of the test

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

3.4 Procedure of Collecting Data

In collecting the data, the researcher used the following steps:

1. Selecting the instrument materials: the instrument materials (reading test) were chosen from authentic materials (English Magazine and Module). The selecting process considered materials that have been taught to the students and the students’ interest.

2. Determining research instrument: for both reading tests (pre-test and post-test), the materials were taken from students’ authentic materials (short articles or monologue texts), i.e. English magazines (two passages) and English

textbook (three passages). It is aimed at making an equal proportion and level of difficulty of both pre-test and post-test. The numbers of the items will be arranged in such a way so that the reliability of the tests can be seen through split-half method.

100

N R

3. Determining the population and sample of the research: the sample of the research was determined through simple random probability sampling. It means that the sample was selected randomly by using lottery, since the 8th grade in SMPN 5 Bandar Lampung was not stratified class, there was no priority class. There were seven classes of eight grades at SMPN 5 Bandar Lampung.

4. Administering try out test: the researcher administered the try out using

reading text and 40 items of multiple choices, the maximal points. It was taken 90 minutes. The test was given to find the quality of the test before it was used in order to get the data on the research. It was to find out whether the test items were good or not in validity, reliability, level difficulty and the discrimination power. The researcher used split-half method to measure the reliability in which required her to provide the items into two same groups, first half and second half.

5. Determining final test of the instrument. In this step, the researcher revised the instrument based on the result of try out test. The revision was done by

changing the ambiguous statement, distracters, double correct answers. 6. Administering the pre-test: pre-test was conducted before the treatments. It

was done to check students’ reading comprehension to identify the specific information in various types of texts. Pre-test was administered for about 45 minutes on 1st week.

7. Giving treatment: three treatments by using scanning technique were given in two weeks. The treatments were classroom activity, which used and applied scanning technique in reading.

35

8. Conducting post-test: post-test was conducted to find out whether there is a significant increase in students’ reading comprehension in identifying the specific information after the treatments. It was administered for 45 minutes in experimental group.

3.5 Hypothesis Testing

The hypothesis is stated as follows:

There is significant difference of students’ reading comprehension achievement in class VIIIG of SMPN 5 Bandar Lampung after being taught through scanning technique. The hypothesis was analyzed by using repeated measure t-test though computing with Statistical Package for Social Science (SPSS) version 15.0 for window. The researcher used the level of the significance 0.05 in which the hypothesis is approved if Sign < ά. It means that the probability of error in the hypothesis is only 5 %.

V. CONCLUSIONS AND SUGGESTIONS

In line with the result of the research, the conclusion and the suggestion are formulated like the following:

5.1 Conclusions

Referring to the research questions and discussions of the research findings on thr previous chapters, conclusion can be cited like following:

In teaching reading through scanning technique, the students’ reading ability in identifying the specific information increased. It is proved by the evidence on the gain score and computation of matched t-test. The mean score of posttest is higher than the mean score of pretest. That is, the average score of the pretest is 49.71, while the average score for posttest is 70.88. The gain score between the mean of pretest and posttest is 21.17. t-value is 16.673 which is higher than t-table

(16.673>1.699) at the level of significance .01 (α>.01; α=.000). Hence, there is difference of students’ reading comprehension achievement after being taught through scanning technique. So, scanning technique can be used to help the students improve their reading ability in identifying the specific information significantly.

46

1. There is significant difference of the students’achievement in reading

comprehension after being taught through scanning technique. It can be seen from the increase score of the pretest and posttest in experimental class. That is, the average score of the pretest is 49.71, while the average score for posttest is 70.88. The gain score between the mean of pretest and posttest is 21.17. t-value is 16.673 which is higher than t-table (16.673>1.699) at the level of significance .01 (α>.01; α=.000).

2. Scanning technique can improve students’ ability in reading narrative text. It is indicated by the hypothesis testing was accepted.

3. Teaching reading through scanning technique is effective. . It is proved by the evidence on the gain score and computation of matched t-test. The mean score of posttest is higher than the mean score of pretest. That is, the average score of the pretest is 49.71, while the average score for posttest is 70.88. The gain score between the mean of pretest and posttest is 21.17. t-value is 16.673 which is higher than t-table (16.673>1.699) at the level of significance .01 (α>.01; α=.000).

4. There are still some students who get low score after the treatments, in interval of score 60-65. It might be caused by lack of their vocabulary, since each student has different skill in memorizing the vocabulary. Another factor is that the students do not attend the meetings frequently during the

treatments. Consequently, the students do not know and understand the procedures of scanning technique well. Moreover, this research used objective test (multiple choices) which allows the students to have luck in guessing the answers.

5.2 Suggestions

Based on the conclusions above, the researcher would like to propose some suggestions as follows:

1. In teaching reading through scanning technique, the teachers should explain the types and the genre of the texts that are going to be presented well, since there are monologue and functional texts for Junior High School students. 2. The teachers have to be aware of the level of difficulty and the themes of the

texts. It has to be suitable for the ability and competence of Junior High School Students.

3. In the classroom activities, the teachers should assign the students both oral and written forms. It means that the students are trained the procedures of scanning technique well and make them familiar with the texts if they read the texts outside classroom. Furthermore, the students are able to follow the instruction from the teacher.

4. In testing the students’ reading ability in identifying the specific

information, it will be better for the next researchers to enrich the types of students’ assessments, not only the multiple choices test, but also the close tests, in order to make the test more various and really measure students’ ability.

5. The researcher expects that this research can give positive contribution such a reference for further studies in applying scanning technique in teaching reading.

REFERENCES

Alyousef, H.S. 2005. Teaching Reading Comprehension to ESL/EFL Learners. The Reading Matrix Vol.5,No.2,September 2005.Updated on 5th Desember 2008./rider.co.id

Beare, K. 2006. Reading Comprehension Skills Scanning. 9th February, 2009. http://esl.about/library/lesson/blscan.htm.

Brown, J.D. 1994. Understanding Research in Second Language Learning. New York: Cambridge University Press.

Casey, K. 2003. The Do’s and Don’t’s for Improving Reading Comprehension. April, 10, 2009.

http://iteslj.org/technique.html.

Dallman, R.I. 1982. Teaching of Reading. New York: CBS College Publishing. Depdiknas. 2006. Silabus Kurikulum Tingkat Satuan Pendidikan 2006. Jakarta:

Depdiknas.

Finnochiaro, M. & Bonomo, M. 1973. The foreign Language Learners: A Guide for Teachers. New York: Regents Publishing Company, Inc.

Goodman, K. 1976. The Reading Process: a Psycholinguistic View. In E. B. Smith at al. , Language and Thinking in School, 2nd Ed.New York: Holt Rineheart and Winston.

Grellet, F. 1981. Developing Reading Skills, A Practical Guide to Reading

Comprehension Exercise. New York: Chambridge University Press.

Harrison, A. 1983. A Language Testing Handbook Illustration. Hongkong: Macmillan Pub. Ltd.

Hatch, E. & Farhady. 1982. Research Design and Statistics for Applied Linguistic. University of California: Los Angeles Press.

Hedge, Tricia, 2003. Teaching & Learning in The Language Classroom. London: Oxford. University Press.

Howart, P. 2005. Marketing reading Communicative. 9th November 2008. http://esl.about/library/lesson/blscan.html.

Joycey, Ed. 2006. Reading Comprehension: An interactive Process. 9th February, 2008.

http//ilc-iral.com/737/1018/1017/-21k

Mackey, R. 1979. Teaching the information-Gathering Skills in Reading a Second

Language. Rowely, Mass: Newbury House Publishers.

Mohamad, A. 1999. What Do We Test When We Test Reading Comprehension?

The Internet TESL journal, Vol. V, No. 12, December 1999. Updated on

5th January 2007.

Nuttal, C. 1985. Teaching reading skills in a foreign language. British Library Cataloguing in Publication Data. London. 235 pages.

Rubin, D. 1003. A Practical approach to teaching reading. Needham Height, M.A. Allyn and Bacon.

Setyadi, B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing.

Yogyakarta: Graha Ilmu.

Simanjuntak, E.G. 1988. Developing Reading Skill for ESL Students. Jakarta: Depdikbud.

Smith, F. 1978. Understanding Reading. Second edition. New York: Holt Rineheart and Winston.

Suparman, U. 2005. Understanding and Developing Reading Comprehension.

Bandar Lampung: University of Lampung.

Tania, Y. 2005. Improving the Students’ Reading Speed through Scanning. Bandar lampung: University of Lampung.

Vaezi, S. 2006. Theories of Reading. 23rd March, 2005. Language Institute

Language Teaching Journal Vol.1 Spring 2005. Iran.

Yamin, M. 2001. Improving Student’s Reading Ability through Scanning

Technique at the Second Grade at SMP Muhammadiyah Metro. Bandar

35

8. Conducting post-test: post-test was conducted to find out whether there is a significant increase in students’ reading comprehension in identifying the specific information after the treatments. It was administered for 45 minutes in experimental group.

3.5 Hypothesis Testing

The hypothesis is stated as follows:

There is significant difference of students’ reading comprehension achievement in class VIIIG of SMPN 5 Bandar Lampung after being taught through scanning technique. The hypothesis was analyzed by using repeated measure t-test though computing with Statistical Package for Social Science (SPSS) version 15.0 for window. The researcher used the level of the significance 0.05 in which the hypothesis is approved if Sign < ά. It means that the probability of error in the hypothesis is only 5 %.

V. CONCLUSIONS AND SUGGESTIONS

In line with the result of the research, the conclusion and the suggestion are formulated like the following:

5.1 Conclusions

Referring to the research questions and discussions of the research findings on thr previous chapters, conclusion can be cited like following:

In teaching reading through scanning technique, the students’ reading ability in identifying the specific information increased. It is proved by the evidence on the gain score and computation of matched t-test. The mean score of posttest is higher than the mean score of pretest. That is, the average score of the pretest is 49.71, while the average score for posttest is 70.88. The gain score between the mean of pretest and posttest is 21.17. t-value is 16.673 which is higher than t-table

(16.673>1.699) at the level of significance .01 (α>.01; α=.000). Hence, there is difference of students’ reading comprehension achievement after being taught through scanning technique. So, scanning technique can be used to help the students improve their reading ability in identifying the specific information significantly.

46

1. There is significant difference of the students’achievement in reading

comprehension after being taught through scanning technique. It can be seen from the increase score of the pretest and posttest in experimental class. That is, the average score of the pretest is 49.71, while the average score for posttest is 70.88. The gain score between the mean of pretest and posttest is 21.17. t-value is 16.673 which is higher than t-table (16.673>1.699) at the level of significance .01 (α>.01; α=.000).

2. Scanning technique can improve students’ ability in reading narrative text. It is indicated by the hypothesis testing was accepted.

3. Teaching reading through scanning technique is effective. . It is proved by the evidence on the gain score and computation of matched t-test. The mean score of posttest is higher than the mean score of pretest. That is, the average score of the pretest is 49.71, while the average score for posttest is 70.88. The gain score between the mean of pretest and posttest is 21.17. t-value is 16.673 which is higher than t-table (16.673>1.699) at the level of significance .01 (α>.01; α=.000).

4. There are still some students who get low score after the treatments, in interval of score 60-65. It might be caused by lack of their vocabulary, since each student has different skill in memorizing the vocabulary. Another factor is that the students do not attend the meetings frequently during the

treatments. Consequently, the students do not know and understand the procedures of scanning technique well. Moreover, this research used objective test (multiple choices) which allows the students to have luck in guessing the answers.

47

5.2 Suggestions

Based on the conclusions above, the researcher would like to propose some suggestions as follows:

1. In teaching reading through scanning technique, the teachers should explain the types and the genre of the texts that are going to be presented well, since there are monologue and functional texts for Junior High School students. 2. The teachers have to be aware of the level of difficulty and the themes of the

texts. It has to be suitable for the ability and competence of Junior High School Students.

3. In the classroom activities, the teachers should assign the students both oral and written forms. It means that the students are trained the procedures of scanning technique well and make them familiar with the texts if they read the texts outside classroom. Furthermore, the students are able to follow the instruction from the teacher.

4. In testing the students’ reading ability in identifying the specific

information, it will be better for the next researchers to enrich the types of students’ assessments, not only the multiple choices test, but also the close tests, in order to make the test more various and really measure students’ ability.

5. The researcher expects that this research can give positive contribution such a reference for further studies in applying scanning technique in teaching reading.

REFERENCES

Alyousef, H.S. 2005. Teaching Reading Comprehension to ESL/EFL Learners. The Reading Matrix Vol.5,No.2,September 2005.Updated on 5th Desember 2008./rider.co.id

Beare, K. 2006. Reading Comprehension Skills Scanning. 9th February, 2009. http://esl.about/library/lesson/blscan.htm.

Brown, J.D. 1994. Understanding Research in Second Language Learning. New York: Cambridge University Press.

Casey, K. 2003. The Do’s and Don’t’s for Improving Reading Comprehension. April, 10, 2009.

http://iteslj.org/technique.html.

Dallman, R.I. 1982. Teaching of Reading. New York: CBS College Publishing. Depdiknas. 2006. Silabus Kurikulum Tingkat Satuan Pendidikan 2006. Jakarta:

Depdiknas.

Finnochiaro, M. & Bonomo, M. 1973. The foreign Language Learners: A Guide for Teachers. New York: Regents Publishing Company, Inc.

Goodman, K. 1976. The Reading Process: a Psycholinguistic View. In E. B. Smith at al. , Language and Thinking in School, 2nd Ed.New York: Holt Rineheart and Winston.

Grellet, F. 1981. Developing Reading Skills, A Practical Guide to Reading Comprehension Exercise. New York: Chambridge University Press. Harrison, A. 1983. A Language Testing Handbook Illustration. Hongkong:

Macmillan Pub. Ltd.

Hatch, E. & Farhady. 1982. Research Design and Statistics for Applied Linguistic. University of California: Los Angeles Press.

Hedge, Tricia, 2003. Teaching & Learning in The Language Classroom. London: Oxford. University Press.

49

Howart, P. 2005. Marketing reading Communicative. 9th November 2008. http://esl.about/library/lesson/blscan.html.

Joycey, Ed. 2006. Reading Comprehension: An interactive Process. 9th February, 2008.

http//ilc-iral.com/737/1018/1017/-21k

Mackey, R. 1979. Teaching the information-Gathering Skills in Reading a Second Language. Rowely, Mass: Newbury House Publishers.

Mohamad, A. 1999. What Do We Test When We Test Reading Comprehension? The Internet TESL journal, Vol. V, No. 12, December 1999. Updated on 5th January 2007.

Nuttal, C. 1985. Teaching reading skills in a foreign language. British Library Cataloguing in Publication Data. London. 235 pages.

Rubin, D. 1003. A Practical approach to teaching reading. Needham Height, M.A. Allyn and Bacon.

Setyadi, B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu.

Simanjuntak, E.G. 1988. Developing Reading Skill for ESL Students. Jakarta: Depdikbud.

Smith, F. 1978. Understanding Reading. Second edition. New York: Holt Rineheart and Winston.

Suparman, U. 2005. Understanding and Developing Reading Comprehension. Bandar Lampung: University of Lampung.

Tania, Y. 2005. Improving the Students’ Reading Speed through Scanning. Bandar lampung: University of Lampung.

Vaezi, S. 2006. Theories of Reading. 23rd March, 2005. Language Institute Language Teaching Journal Vol.1 Spring 2005. Iran.

Yamin, M. 2001. Improving Student’s Reading Ability through Scanning Technique at the Second Grade at SMP Muhammadiyah Metro. Bandar Lampung: University of Lampung.