Cycle 1 Speed Reading Results
2. Cycle 2 Results
4.4. Percentage value from diagnostic test to cycle 2
No Indicators D-Test Cycle 2
Improvement (%)
Score % Score % DT-C2
1 Speed Reading 1.737 99 2.747 172 73.73%
1. Test Results
The test results in the second cycle are the results of the students' speed reading skills using skimming and scanning techniques after correcting the learning actions in the first cycle. The results of the second cycle test are the results of the effective reading speed test for class VIII E
SMPN 1 Pa'jukukang. The following are the results of the effective reading speed test in cycle II.
Table 4.5
Cycle II Speed Reading Results
No Reading Speed Category Frequency Percentage
1 > 175 wpm Very Good 7 43.75%
2 150-175 wpm Good 6 37.5%
3 120-150 wpm Fairly Good 2 12.5%
4 < 120 Not Good 1 6.25%
Average 16 100%
Based on the table above, it can be seen that the average value of the speed reading skill test results in the first cycle reached a value of 179 wpm.
This means that the speed reading ability of grade VIII E SMPN 1 Pa'jukukang students is included in the very good category. Of the 16 students who took the test in this study, for the very good category with a score >175 achieved by 7 people or 43.75% and the good category with a score range of 150-175 achieved by 6 people or 37.5%. With a fairly good category with a score range of 120-150, 2 persons or 12.5% was achieved. In the unfavorable category with a range of values < 120, 1 person or 6.25% of the number of students achieved it.
1. Observation Results
In this second cycle, observation activities were carried out during the speed reading learning process using skimming and scanning techniques.
This observation was conducted to determine student behavior during speed reading learning. The target of observation in cycle II is the same as
in cycle I. The targets include good behavior and bad behavior of students during learning.
Based on the observations made by the observer, it can be concluded that the students' behavior during learning to read fast with skimming and scanning techniques in cycle II can be said to be good. However, there are also some students who still misbehave during learning. From the results of observations, it can be seen that there are 14 students who behave well during the lesson, while 2 students who do not behave well. Of the two students, as many as 2 students often talk to friends and one student often sees the results of a friend's work. Meanwhile, there are no more students who have bad habits in reading.
Based on the results of these observations, students' behavior during speed reading learning was good. Overall, it can be concluded that the observations in the second cycle experienced a drastic increase when compared to the observations in the first cycle.
2. Reflection
Based on the data above, it shows that the application of skimming/scanning strategies can improve students' speed reading skills, so the teaching and learning process is no longer continued in the next cycle.
Based on the results of the analysis, it was concluded that the students' speed reading skills were still low. This can be seen from the students' reading
ability at 99 wpm or categorized as less. From the results of the pre-cycle which showed that the students' reading ability was still low, the act of learning to read quickly was carried out using a skimming/scanning strategy.
The results of this test indicate an increase in reading skills which can be seen from the following table:
Table 4.6. Improved Speed Reading
No Category DT Cycle 1 Cycle 2
Frequency percentage Frequency Percentage Frequency percentage
1 Very Good 0 0 2 12,5% 7 43.75%
Based on the observations of the data from the students' speed reading skills test results from the diagnostic test, first cycle, and second cycle as shown in the table above, it can be concluded that the students' speed reading ability in each cycle has increased. In the DT results, the average speed reading ability score achieved was 99 wpm which was in the range of scores <120 wpm in the very slow category, in the first cycle the average score achieved was 132 wpm which was in the score range of 120-150 wpm in the fairly good category. This shows an increase in test results achieved in the first cycle, which is 32.67% of the diagnostic test results. The average reading ability in cycle II reached 172 wpm. This means an increase of 30.30% from the first cycle or an increase of 73.73% from the diagnostic test. The average reading ability in cycle II was in the range of scores 150-175 wpm in the good category.
B. DISCUSSION
The discussion of this research was carried out in accordance with the CAR procedures. According to Kasbolah (1999:70), the flow of the implementation of classroom action research was planning, implementation, observation and evaluation, then reflection. The planning stages of cycles I and II are preparing lesson plans, student observation sheets as one of the determinants of success indicators, compiling an assessment rubric as well as evaluation material and planning the results of the analysis.
This classroom action research was conducted as an effort to improve students' reading comprehension skills in English subjects with the subject of
narrative reading texts in class VIII SMPN 1 PA'JUKUKANG through the application of skimming and scanning techniques.
This research is not the first research that has been conducted, there are several studies related to this research, the first is Nur Susilowati in her research conducting research that is. He has done three cycles in class XII which found some problems in reading comprehension. The average score of 60 students in the first cycle was 55.76.7%. Researchers continued in the second cycle the average score of the students was 61.57.% In the third cycle, student achievement increased. The average score is 66.67%.46 Student achievement in reading comprehension is included in the very good category. By using Skimming, the reading comprehension achievement of students in class XII increased significantly.
The second is Gideon Santoso before being given treatment the average score of students is quite 56.7% and students' reading comprehension after using the Skimming technique is 71.8%.47 So, from these results it can be concluded by skimming technique the reading comprehension of students of SMP Immanuel Bandar Lampung in grade VIII increased significantly.
This classroom action research was conducted in cycle II. The results of the diagnostic test analysis showed that the students' reading speed was still in the very slow category with an average of 99 wpm. And in the first cycle the average score achieved was 132 wpm which was in the score range of 150-175 wpm in the fairly good category. This shows an increase in test results achieved in the first cycle, which is 32.67% of the diagnostic test results. The average reading ability in cycle II
reached 172 wpm. This means that there is an increase of 30.30% from the first cycle or an increase of 73.73% from the diagnostic test. The average reading ability in cycle II is in the range of scores 150-175 wpm with a good category.
Although there are still students who have not complete. From the students who did not complete, they were still not so fluent in reading English so that the students found it difficult to answer the questions given. Judging from the thoroughness of the students' speed reading scores, the researcher can conclude that by using skimming and scanning techniques in English subjects, students of class VIII SMPN 1 PA'JUKUKANG can train students to quickly find what they want to look for in a reading. This is in accordance with the theory presented by Samsu Somadayo (2011; 50) which states: The main purpose of learning reading comprehension using skimming and scanning techniques is to quickly find factual information in reading text material. Meanwhile, Freman (in Samsu Somadayo 2011:
46) says that reading skills are systematically arranged to get efficient results, for various purposes such as: 1) to get to know the topic of reading, 2) to find out people's opinions, 3) to know the organization of writing, sequence of main ideas, unity of mind, and looking for relationships between reading parts, 4) to refresh what has been read. Accordingly, the purpose of reading with skimming and scanning techniques is varied depending on the needs and requirements of the reader. So that it can make it easier and faster for readers or students to find something they are looking for, be it in reading books, magazines, newspapers, articles, reading texts, etc.
Thus, through the application of skimming and scanning techniques, it can improve student learning outcomes, especially in improving students' speed reading abilities in English subjects for class VIII SMPN 1 Pa’jukukang.
50 CHAPTER V
CONCLUSION AND SUGGESTIONS