IMPROVING STUDENTS DESCRIPTIVE TEXT IN READING COMPREHENSION BY APPLYING SKIMMING METHOD.
IMPROVING STUDENTS’ DESCRIPTIVE TEXT
IN READING COMPREHENSION
BY APPLYING SKIMMING METHOD
A THESIS
Submitted to Partial Fulfillment of Requirement for
The Degree of Sarjana Pendidikan
By:
ERISME PASARIBU
Registration Number: 209321048
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
First and foremost the researcher would like to express her praises to
Almighty God, for the strengths, blessings, and guidance which have been given
in completing this thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
SarjanaPendidikan (S-1) at the English Department, Faculty of Languages and
Arts, State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The researcher’s
special appreciation goes to:
1. Prof. Dr. IbnuHajarDamanik, M.Si., the Rector of State University of
Medan.
2. Dr. IsdaPramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and to all her staffs.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Rika,
S.Pd., M.Hum., the Secretary of English Department,Dra. Meisuri,
MA.,the Head of Non-Educational English Program, and Dra.
Masitowarni Siregar, M.Ed, the Head of Educational English Program
and herAcademic Counselor thanks for their administrative help during the
researcher’s study in English Department State University of Medan.
4. Dra. Meisuri, MAas her Thesis consultant who always gave the
encouragement, constant support, constructive comments, and suggestions
to the researcher in finishing this thesis. May God give you blessings
forever.
5. Prof. Dr. Hj. Sumarsih,M.Pd, Dr. AnniHolilaPulungan, M.Hum, Drs.
Lidiman SM Sinaga, M.Hum, as her examiners who give many
suggestion to make more improvement in her thesis. May God love and
bless you.
ii
6. All lecturers of English Department,who have lead, enlighted,
encouraged, and given insightful comments during writing of this thesis.
7. Mam Enda and Mam Euis for their kind help in providing academic
administrations to the researcher.
8. The Head Master of SMA SWASTA PGRI 20 Siborong-borong,
PestaRismaSimanjuntak, S.Pdhis permission and opportunity in
allowing the researcher to do observation and collect data. All teacher and
the students, thanks for their support.
9. The researcher’s family, her beloved Dad, I.Pasaribuand Mom,
B.Hutabarat, thank you for thelove, patience, financial supports and
prayers. The researcher loves both of you so much. May God. gives many
happiness to you.
10. The researcher’s best friends“Maya puspita, SitiHarahap, JojorPadang
”for the friendship, love, helps, laughter and tears, and for all the sweet
and happy memories we shared. She loves them all the way and will never
forget them.
11. The writer’s best colleague’s friendsespeciallyforEXT A, B, and C 2009
for the love, having special time, chit-chatting, having stupid laughs, and
supporting each other for this past 4 years.
12. The people who direct or indirectly contributed in this research, your
kindness means a lot to her. Thank you very much. May God bless you all
Medan,
February2014
The Researcher,
ErismePasaribu
NIM. 209321048
iii
ABSTRACT
Pasaribu, Erisme. 209321048. Improving Students’Descriptive Text in Reading
Comprehension by Applying Skimming Method. A Thesis. English Department,
Faculty of Languages and Arts, State University of Medan. 2014.
The objective of this study was to investigate whether the application of Skimming
Method improve the students’ achievement in Reading Comprehension. This study
was an classroom action research. The subject of this study was class X SMA Swasta
PGRI 20 Siborong-borong which consisted of 30 students. The study was conducted
in two cycles, cycle I consisted of three meetings and cycle II consisted of three
meetings. The instrument for collecting data were quantitative data ( reading
comprehension test) and qualitative data (observation sheert, and questionnaire
sheet). Based on reading comprehension scores, students’ score kept improving in
every evaluation and based on the observation sheet, and questionnaire sheet it was
found that teaching and learning process ran well. Students could enlarge their
thinking process. The result of this study showed that the Skimming Method
improved the students’ achievement in reading comprehension.
i
TABLE OF CONTENTS
Pages
ABSTRACT ..................................................................................................
i
ACKNOWLEDGEMENT ...............................................................................
ii
TABLE OF CONTENT ..................................................................................
iv
LIST OF TABLES ...........................................................................................
vi
LIST OF FIGURES .........................................................................................
vii
LIST OF APPENDIXES .................................................................................
viii
CHAPTER I INTRODUCTION ...........................................................
1
A. The Background of the study.............................................................
1
B. The Problem of the Study..................................................................
4
C. The Scope of the Study .....................................................................
4
D. The Objective of the Study ................................................................
4
E. The Significant of the Study ..............................................................
5
CHAPTER II REVIEW OF LITERATURE ........................................
6
A. Theoretical Framework .....................................................................
6
1. Language Skill .............................................................................
6
a. Receptive Skill .........................................................................
6
b. Productive Skill .......................................................................
7
2. Reading .........................................................................................
7
a. Definition of Reading ...............................................................
7
b. Purpose of Reading ...................................................................
8
3. Reading Comprehension ...............................................................
8
4. Level of Comprehension ...............................................................
9
5. Genre of the text............................................................................
10
6. Descriptive Text ............................................................................
11
7. Method of Language Teaching .....................................................
13
8. Skimming Method ........................................................................
13
9. Assessment ...................................................................................
16
iv
B. Relevant Studies ..................................................................................
17
C. Conceptual Framework .......................................................................
18
CHAPTER III THE METHOD OF RESEARCH ................................
19
A. Research Design ..............................................................................
19
B. The Teaching Learning Procedure.....................................................
21
C. The Subject of Research ....................................................................
25
D. The Instrument of Collecting Data ....................................................
25
E. The Technique of Data Analysis .......................................................
26
CHAPTER IV DATA AND DATA ANALYSIS ...................................
28
A. Data
..............................................................................................
28
1. The Quantitative Data…………………………………………......
28
2. The Qualitative Data ....................................................................
28
B. Data Analysis ...................................................................................
29
1. The Analysis of Quantitative Data ................................................
29
2. The Analysis of Qualitative Data ..................................................
31
C. The Research Findings and Discussion..............................................
37
1. Research Findings ........................................................................
37
2. Discussion ....................................................................................
37
CHAPTER V CONCLUSION AND SUGGESTION ...........................
39
A. Conclusion ...................................................................................
39
B. Suggestion....................................................................................
39
REFERENCES ......................................................................................
41
APPENDIX ............................................................................................ 43
v
LIST OF TABLES
Page
Table 2.1 Example of Descriptive Text…………………………………….
12
Table 4.1The Percentage of Students’ Achievement……………………...
31
vi
LIST OF FIGURES
Page
Figure 3. 1. Kemmis and Mc. Taggart Model Cycle………………………. 20
vii
LIST OF APPENDICES
Page
APPENDIX A. Lesson Plan………………………..………..…………..
43-66
APPENDIX B. Observation Sheet………………………………………
67-68
APPENDIX C. Questionary Sheet………………………………………
69
APPENDIX D. Interview Sheet…………………………………………
70-73
APPENDIX E. Treatment……………………………………………….
74-81
APPENDIX F. Key Answers……………………………………………
82
APPENDIX G. Students’ Score………………………………………...
83-84
viii
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language significantly aids in both socialization and individual
development in relation to this,language is central to human experience. The
process of which woman communicate with one another. It must look closely at
the human capacity for language and the particular qualities of languages.
Language proficiency consists of four skills, namely listening, speaking,
reading, and writing that should be achieved by the students who learn English.
Harmer (200:68) states that reading is often a prelude to a speaking or
writing activity. In the development of the teory of reading comprehension,
bottom-up and top-down processing strategies are important for readers.
Grabe(2003: 9) states that reading is the ability to draw meaning from the
print page and interpret this information appropriately. Reading is also interactive
in the sense that linguistic information from the text interacts with information
accurate by the reader from long-term memory,
Reading has a purpose. It is something that almost everyone does in
everyday, it is an integral part of daily lives, taken very much for granted and
generally assumed to be something that everyone can do it. The reason for reading
depends very much on the purpose for reading.
Elfi (2013) When reading, readers know exactly what they are reading.
They comprehend what is being read. When reading, readers try to extract and
construct meaning from what they are reading. This is what reading
1
2
comprehension means. Students interact with written information everyday to
broaden, improve and update their knowledge. They will even be able to obtain
more information, knowledge, and lesson from what they read rather than what
their teachers can give. Moreover, they can practice self-learning and develop self
reliance.
Johnton (1980:20) states that reading comprehension as a complex
behavior which involves conscious and unconscious use of strategies, including
problem solving strategies, to build a model of the meaning which the writer is
assume to have intended .In teaching reading, instructors need to be involved in
helping language learner acquire the literate skill which aid them in
comprehending texts in English standard.
Reading comprehension is very important to be mastered by students.
Teachers need to develop and upgrade their knowledge and ability in teaching
reading. In order to achieve the objective depends on the method applied by the
teacher. Teachers can use different kinds of media and methods to make the
teaching more interesting. It is a must for the teacher to choose an appropriate
method in teaching reading so that the students are able to develop their reading
skill are the objectives of teaching writing can be achieved.
Based on the researcher’s experience during teaching practice (PPL,
2012), the researcher found the problems on the students reading comprehension.
The problems most of the students were the lacking of vocabularies, so they could
not comprehend the meaning and information, even, when the students were given
3
a simple and short reading text. They often feel that the reading passage was not
interesting and the teaching method could not motivate the students.
On the observation that was done by the researcher in grade X Senior High
School at SMA Swasta PGRI 20 Siborong-borong, from 30 students it is found
that there are only 12 students could not pass the passing grade (KKM) and 18
students still could not pass the passing grade which is made by the teacher, the
score of the passing is 75. Moreover, it happened because of many reasons. First
of all, when the students ordered to read the text to find the main idea, there are
some students got it but another students was lazy to read and just waiting until
their friends got the main idea from that text. And the other problem was come
from the teaching method that used by the teacher, because the teacher’s method
used in teaching readingis not interesting. She/he usually gives the text and
asks.them to got the main idea from the text. So when the teaching learning
process takes place, the students’ did not give attention and feel bored. Here is the
datum of the students’ who could not pass the passing grade.
Hasanah (2010) found that skimming can help the students to read more
quickly and decide to improve reading comprehension.
Agudelo (2007) used skimming method to improve the students reading
comprehension and they were interested to learn English because they have more
knowledge in reading.
Alderson (2010) students were enlarge their thinking capacity to imagine
new ideas to be written down into the complex descriptive text and for
4
explanation students more active in learning English and also improve reading
comprehension by apllying skimming method.
By looking on explanations, the researcher was sure that skimming method
also can improve students achievement in reading comprehension for the first
grade of senior high school.
B. The Problem of the Study
Based on the background of the study, the research problem was
formulated as follows: “is there any significant improved for skimming method on
students’achievement in reading descriptive text?”
C. The Scope of the Study
This study focuson improving students’ reading comprehension of
descriptive text. The method that uses to improve students reading comprehension
is skimming method.
D. The Objective of the Study
The objective of the study was to found out whether the students’ reading
comprehension in descriptive text was improved by applying skimming method
E. The Significance of the Study
The findings of the study were expected to be theoretically and practically
significant theoretically, namely theoretically, the findings of this study was expected
5
to enhance the theories of reading comprehension. Practically, the findings of the study
was expected to give feedback to the teachers who teach English, it can be used as one
alternative strategy to teach reading, the students, it helps them to develop their reading
skills and good reading comprehension after they learn by applying Skimming Method,
the researcher, it would be basic information in conducting further research.
6
CHAPTER V
CONCLUSSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is found out that the students’ reading
achievement improved from the cycle I to the cycle II test. It means that there was
an improvementtoward students’ reading achievement by applying skimming
method. It was shown from the improvement the students score namely the mean
of the cycle I test was 67,33, and the mean of the cycle II test was 79,33. It can be
stated that the score continuously improved fromI test to cycle II test. Therefore, it
could be concluded that Skimming Method can improve students’ reading
comprehension. Beside the mean of the score, there was percentage of the
students who got the score above 75. In the cycle I test was 36,66% (11 students)
and in cycle II test was 76,66 % (23students). The qualitative data show that the
students were more interested and motivated on reading Comprehension by
applying Skimming Method. Significantly the research showed that applying
skimming method improved students’ reading comprehension.
B. Suggestion
Based on the result of this study, the use of the Reciprocal Teaching
Method could improve the students’ achievement in reading descriptive text. The
following suggestions are offered:
a. For the teachers, it is better and important to apply the Skimming Method in teaching
reading comprehension because it can make the students easier to understand the text.
b. For the students, it is suggested to use the Skimming Method in discussing reading
material because this method helps them to be able to share their ideas. This method
very helpful for them to overcome the boredom of reading activity.
c. For all readers, may this research will bring good understanding to the readers in
helping them how to improve students’ achievement in reading comprehension by
applying the Skimming Method.
REFERENCES
Alverman and Earle.2003.Impacts of Learning Reading Strategy on Students’
Reading Comprehension Proficiency.Journal of Language Learning and
Applied Linguistic World, vol (1), No.1, 78-95
Agudelo.2007.How to Improve Sixth Graders’ Reading Comprehension through
Skimming Method.Journal of Teachers Professional Development, vol (1),
No. 8, 25-39
Aldesron. 2010. Reading in Foreign Language. Michigan: The University of
Michigan Press.
Cathreen. 2011. Improving StudentsReading Comprehension by Applying
Skimming Technique.Unpublished Thesis.English Department.Faculty of
Language and Arts. State University of Medan (UNIMED)
Costello, P.J.M. 2003.Action Research.London : Continuum.
Brown and Smitt. 1997. Assessment for Learning, article of Learning and
Teaching,London: Kogan Page
Brown, S. 2004-5. Assessment for Learning. Learning and Teaching in Higher
Education, issue 1, pp.81-89.
Burns,et al. 1984.Teaching in Today’s Elementary School (3 rd ed). New
York:Longman
Elfi. 2013. Improving students reading comprehension by using two stay to stray
strategy. UnpublishedThesis.English Department.Faculty of Language and
Arts. State University of Medan (UNIMED)
Gerot,L, &Wignell, P. 1994. Applying SF Based Genre class Approaches to
Englishwriting.Journal of International Education studies, vol (2),No.3,
77-81
2001. http://undesrtandingtext.blogspot.com/2013/04/what-is-descriptivetext.html, accessed on April 18, 2013
Carrol,
Grabe, W and Stoller, F.L.2002. Teaching and Researching Reading. Malaysia:
Longman
Hasanah.
2010.
http://skimming
improves
reading
comprehension.blogspot.com/2010/02/what-is-skimming.html,accessed on
February 29, 2012
41
42
Hasan. 2013. “Improving Students Reading skill through skimming method”.
Internasional Journal of Bilingual and Multilingual Teachers of English, vol
(1), no. 1, 1-7
Harmer. 2007.The practice of English Teaching. Essex, England: Pearson
Education Limited
Harmer, Jeremy. 1995. The Practice of English Language Teaching. United
Kingdom: Longman
Moreover Swish and Johnton.(1980:2) in Teaching Reading. United states of
America. Addition Wesley Publishing.
Martin. 1992. The Role of Genre and Embedded Genres in Tertiary Students’
Writing. Journal of Genre, vol (20), No.3,24-41
Nezami, S.R.A. 2012. A Critical Study of Comprehension Strategies and General
Problems in Reading Skill Faced by Arab EFL Learners with Special
Reference to Najran University in Saudi Arabia. International Journal
Social Science and Education, 2(3), 306 – 316.
Nunan. 1999. Second Language Teaching and Learning. Article of The
Correlation between Reading Comprehension. Boston, U.S.A: Heile
Publisher.
______.2003. Teachers Training and Education.ArticleofThe Correlation between
Reading Comprehension. Boston, U.S.A: Heile Publisher.
Putri. 2006. Improving Students’ Reading Comprehension through Skimming
Method. UnpublishedThesis.English Department.Faculty of Language and
Arts.State University of Medan. (UNIMED)
Rachmawati.2012. Improving reading skill through
UnpublishedThesis.Bekasi: UniversitasBekasi
skimming
method.
Richard, jack and Rodgers, Theodoro. 1982. “Method: Approach, Technique and
Strategies. “TESOL Quarterly 16: 153-68
Sindy. 2011. Improving Students’ Reading Skill through Skimming Method.
Unpublished Thesis.English Department.Faculty of Language and Arts.
State University of Medan (UNIMED)
Watts, H. 1985. When teachers are Researchers, Teaching Improves.Journal of
staff development, 6 (2), 118-127
Wallace, J. Michael. 1998. Action Research for Language Teachers. United
Kingdom: Cambridge University Press
IN READING COMPREHENSION
BY APPLYING SKIMMING METHOD
A THESIS
Submitted to Partial Fulfillment of Requirement for
The Degree of Sarjana Pendidikan
By:
ERISME PASARIBU
Registration Number: 209321048
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENTS
First and foremost the researcher would like to express her praises to
Almighty God, for the strengths, blessings, and guidance which have been given
in completing this thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
SarjanaPendidikan (S-1) at the English Department, Faculty of Languages and
Arts, State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistances in the preparation and completion of this thesis. The researcher’s
special appreciation goes to:
1. Prof. Dr. IbnuHajarDamanik, M.Si., the Rector of State University of
Medan.
2. Dr. IsdaPramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and to all her staffs.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Rika,
S.Pd., M.Hum., the Secretary of English Department,Dra. Meisuri,
MA.,the Head of Non-Educational English Program, and Dra.
Masitowarni Siregar, M.Ed, the Head of Educational English Program
and herAcademic Counselor thanks for their administrative help during the
researcher’s study in English Department State University of Medan.
4. Dra. Meisuri, MAas her Thesis consultant who always gave the
encouragement, constant support, constructive comments, and suggestions
to the researcher in finishing this thesis. May God give you blessings
forever.
5. Prof. Dr. Hj. Sumarsih,M.Pd, Dr. AnniHolilaPulungan, M.Hum, Drs.
Lidiman SM Sinaga, M.Hum, as her examiners who give many
suggestion to make more improvement in her thesis. May God love and
bless you.
ii
6. All lecturers of English Department,who have lead, enlighted,
encouraged, and given insightful comments during writing of this thesis.
7. Mam Enda and Mam Euis for their kind help in providing academic
administrations to the researcher.
8. The Head Master of SMA SWASTA PGRI 20 Siborong-borong,
PestaRismaSimanjuntak, S.Pdhis permission and opportunity in
allowing the researcher to do observation and collect data. All teacher and
the students, thanks for their support.
9. The researcher’s family, her beloved Dad, I.Pasaribuand Mom,
B.Hutabarat, thank you for thelove, patience, financial supports and
prayers. The researcher loves both of you so much. May God. gives many
happiness to you.
10. The researcher’s best friends“Maya puspita, SitiHarahap, JojorPadang
”for the friendship, love, helps, laughter and tears, and for all the sweet
and happy memories we shared. She loves them all the way and will never
forget them.
11. The writer’s best colleague’s friendsespeciallyforEXT A, B, and C 2009
for the love, having special time, chit-chatting, having stupid laughs, and
supporting each other for this past 4 years.
12. The people who direct or indirectly contributed in this research, your
kindness means a lot to her. Thank you very much. May God bless you all
Medan,
February2014
The Researcher,
ErismePasaribu
NIM. 209321048
iii
ABSTRACT
Pasaribu, Erisme. 209321048. Improving Students’Descriptive Text in Reading
Comprehension by Applying Skimming Method. A Thesis. English Department,
Faculty of Languages and Arts, State University of Medan. 2014.
The objective of this study was to investigate whether the application of Skimming
Method improve the students’ achievement in Reading Comprehension. This study
was an classroom action research. The subject of this study was class X SMA Swasta
PGRI 20 Siborong-borong which consisted of 30 students. The study was conducted
in two cycles, cycle I consisted of three meetings and cycle II consisted of three
meetings. The instrument for collecting data were quantitative data ( reading
comprehension test) and qualitative data (observation sheert, and questionnaire
sheet). Based on reading comprehension scores, students’ score kept improving in
every evaluation and based on the observation sheet, and questionnaire sheet it was
found that teaching and learning process ran well. Students could enlarge their
thinking process. The result of this study showed that the Skimming Method
improved the students’ achievement in reading comprehension.
i
TABLE OF CONTENTS
Pages
ABSTRACT ..................................................................................................
i
ACKNOWLEDGEMENT ...............................................................................
ii
TABLE OF CONTENT ..................................................................................
iv
LIST OF TABLES ...........................................................................................
vi
LIST OF FIGURES .........................................................................................
vii
LIST OF APPENDIXES .................................................................................
viii
CHAPTER I INTRODUCTION ...........................................................
1
A. The Background of the study.............................................................
1
B. The Problem of the Study..................................................................
4
C. The Scope of the Study .....................................................................
4
D. The Objective of the Study ................................................................
4
E. The Significant of the Study ..............................................................
5
CHAPTER II REVIEW OF LITERATURE ........................................
6
A. Theoretical Framework .....................................................................
6
1. Language Skill .............................................................................
6
a. Receptive Skill .........................................................................
6
b. Productive Skill .......................................................................
7
2. Reading .........................................................................................
7
a. Definition of Reading ...............................................................
7
b. Purpose of Reading ...................................................................
8
3. Reading Comprehension ...............................................................
8
4. Level of Comprehension ...............................................................
9
5. Genre of the text............................................................................
10
6. Descriptive Text ............................................................................
11
7. Method of Language Teaching .....................................................
13
8. Skimming Method ........................................................................
13
9. Assessment ...................................................................................
16
iv
B. Relevant Studies ..................................................................................
17
C. Conceptual Framework .......................................................................
18
CHAPTER III THE METHOD OF RESEARCH ................................
19
A. Research Design ..............................................................................
19
B. The Teaching Learning Procedure.....................................................
21
C. The Subject of Research ....................................................................
25
D. The Instrument of Collecting Data ....................................................
25
E. The Technique of Data Analysis .......................................................
26
CHAPTER IV DATA AND DATA ANALYSIS ...................................
28
A. Data
..............................................................................................
28
1. The Quantitative Data…………………………………………......
28
2. The Qualitative Data ....................................................................
28
B. Data Analysis ...................................................................................
29
1. The Analysis of Quantitative Data ................................................
29
2. The Analysis of Qualitative Data ..................................................
31
C. The Research Findings and Discussion..............................................
37
1. Research Findings ........................................................................
37
2. Discussion ....................................................................................
37
CHAPTER V CONCLUSION AND SUGGESTION ...........................
39
A. Conclusion ...................................................................................
39
B. Suggestion....................................................................................
39
REFERENCES ......................................................................................
41
APPENDIX ............................................................................................ 43
v
LIST OF TABLES
Page
Table 2.1 Example of Descriptive Text…………………………………….
12
Table 4.1The Percentage of Students’ Achievement……………………...
31
vi
LIST OF FIGURES
Page
Figure 3. 1. Kemmis and Mc. Taggart Model Cycle………………………. 20
vii
LIST OF APPENDICES
Page
APPENDIX A. Lesson Plan………………………..………..…………..
43-66
APPENDIX B. Observation Sheet………………………………………
67-68
APPENDIX C. Questionary Sheet………………………………………
69
APPENDIX D. Interview Sheet…………………………………………
70-73
APPENDIX E. Treatment……………………………………………….
74-81
APPENDIX F. Key Answers……………………………………………
82
APPENDIX G. Students’ Score………………………………………...
83-84
viii
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language significantly aids in both socialization and individual
development in relation to this,language is central to human experience. The
process of which woman communicate with one another. It must look closely at
the human capacity for language and the particular qualities of languages.
Language proficiency consists of four skills, namely listening, speaking,
reading, and writing that should be achieved by the students who learn English.
Harmer (200:68) states that reading is often a prelude to a speaking or
writing activity. In the development of the teory of reading comprehension,
bottom-up and top-down processing strategies are important for readers.
Grabe(2003: 9) states that reading is the ability to draw meaning from the
print page and interpret this information appropriately. Reading is also interactive
in the sense that linguistic information from the text interacts with information
accurate by the reader from long-term memory,
Reading has a purpose. It is something that almost everyone does in
everyday, it is an integral part of daily lives, taken very much for granted and
generally assumed to be something that everyone can do it. The reason for reading
depends very much on the purpose for reading.
Elfi (2013) When reading, readers know exactly what they are reading.
They comprehend what is being read. When reading, readers try to extract and
construct meaning from what they are reading. This is what reading
1
2
comprehension means. Students interact with written information everyday to
broaden, improve and update their knowledge. They will even be able to obtain
more information, knowledge, and lesson from what they read rather than what
their teachers can give. Moreover, they can practice self-learning and develop self
reliance.
Johnton (1980:20) states that reading comprehension as a complex
behavior which involves conscious and unconscious use of strategies, including
problem solving strategies, to build a model of the meaning which the writer is
assume to have intended .In teaching reading, instructors need to be involved in
helping language learner acquire the literate skill which aid them in
comprehending texts in English standard.
Reading comprehension is very important to be mastered by students.
Teachers need to develop and upgrade their knowledge and ability in teaching
reading. In order to achieve the objective depends on the method applied by the
teacher. Teachers can use different kinds of media and methods to make the
teaching more interesting. It is a must for the teacher to choose an appropriate
method in teaching reading so that the students are able to develop their reading
skill are the objectives of teaching writing can be achieved.
Based on the researcher’s experience during teaching practice (PPL,
2012), the researcher found the problems on the students reading comprehension.
The problems most of the students were the lacking of vocabularies, so they could
not comprehend the meaning and information, even, when the students were given
3
a simple and short reading text. They often feel that the reading passage was not
interesting and the teaching method could not motivate the students.
On the observation that was done by the researcher in grade X Senior High
School at SMA Swasta PGRI 20 Siborong-borong, from 30 students it is found
that there are only 12 students could not pass the passing grade (KKM) and 18
students still could not pass the passing grade which is made by the teacher, the
score of the passing is 75. Moreover, it happened because of many reasons. First
of all, when the students ordered to read the text to find the main idea, there are
some students got it but another students was lazy to read and just waiting until
their friends got the main idea from that text. And the other problem was come
from the teaching method that used by the teacher, because the teacher’s method
used in teaching readingis not interesting. She/he usually gives the text and
asks.them to got the main idea from the text. So when the teaching learning
process takes place, the students’ did not give attention and feel bored. Here is the
datum of the students’ who could not pass the passing grade.
Hasanah (2010) found that skimming can help the students to read more
quickly and decide to improve reading comprehension.
Agudelo (2007) used skimming method to improve the students reading
comprehension and they were interested to learn English because they have more
knowledge in reading.
Alderson (2010) students were enlarge their thinking capacity to imagine
new ideas to be written down into the complex descriptive text and for
4
explanation students more active in learning English and also improve reading
comprehension by apllying skimming method.
By looking on explanations, the researcher was sure that skimming method
also can improve students achievement in reading comprehension for the first
grade of senior high school.
B. The Problem of the Study
Based on the background of the study, the research problem was
formulated as follows: “is there any significant improved for skimming method on
students’achievement in reading descriptive text?”
C. The Scope of the Study
This study focuson improving students’ reading comprehension of
descriptive text. The method that uses to improve students reading comprehension
is skimming method.
D. The Objective of the Study
The objective of the study was to found out whether the students’ reading
comprehension in descriptive text was improved by applying skimming method
E. The Significance of the Study
The findings of the study were expected to be theoretically and practically
significant theoretically, namely theoretically, the findings of this study was expected
5
to enhance the theories of reading comprehension. Practically, the findings of the study
was expected to give feedback to the teachers who teach English, it can be used as one
alternative strategy to teach reading, the students, it helps them to develop their reading
skills and good reading comprehension after they learn by applying Skimming Method,
the researcher, it would be basic information in conducting further research.
6
CHAPTER V
CONCLUSSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is found out that the students’ reading
achievement improved from the cycle I to the cycle II test. It means that there was
an improvementtoward students’ reading achievement by applying skimming
method. It was shown from the improvement the students score namely the mean
of the cycle I test was 67,33, and the mean of the cycle II test was 79,33. It can be
stated that the score continuously improved fromI test to cycle II test. Therefore, it
could be concluded that Skimming Method can improve students’ reading
comprehension. Beside the mean of the score, there was percentage of the
students who got the score above 75. In the cycle I test was 36,66% (11 students)
and in cycle II test was 76,66 % (23students). The qualitative data show that the
students were more interested and motivated on reading Comprehension by
applying Skimming Method. Significantly the research showed that applying
skimming method improved students’ reading comprehension.
B. Suggestion
Based on the result of this study, the use of the Reciprocal Teaching
Method could improve the students’ achievement in reading descriptive text. The
following suggestions are offered:
a. For the teachers, it is better and important to apply the Skimming Method in teaching
reading comprehension because it can make the students easier to understand the text.
b. For the students, it is suggested to use the Skimming Method in discussing reading
material because this method helps them to be able to share their ideas. This method
very helpful for them to overcome the boredom of reading activity.
c. For all readers, may this research will bring good understanding to the readers in
helping them how to improve students’ achievement in reading comprehension by
applying the Skimming Method.
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