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

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THE EFFECTS OF READING TECHNIQUES TO DEVELOP READING

ABILITY IN SMP MUHAMMADIYAH KASIHAN

A proposal

Submitted to the Faculty of Language Education

In a Partial Fulfillment of the Requirements

Anna Wuryani

20120540006

English Education Department

Faculty Language Education

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Statement of Authenticity

I hereby certify that this skripsi is definitely my original works. I am completely responsible for the content of this skripsi. Any theories, findings, and research techniques which are not my own are quoted or cited in accordance with the standard referencing practices. Theoretical contribution and findings in this skripsi

are truly my original word and have not been submitted for any degrees in other University or Institution.

Yogyakarta, 8 December 2016 The researcher,

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Acknowledgement

First, my thankful and honour goes to Allah SWT who gives His blessing so that I could accomplish this research. In addition, may peace and salutation be given to the prophet Muhammad who has taken all human being from the darkness to the lightness

This research would not be completed without supports and suggestion from many people. Without them I would have never been able to complete this research. The researcher thanks God for all strength given to me when the researcher got the difficulties.

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

2) Fourth, thank you for my mom, dad and all of my sisters Rara and Nada who always support me to finish this skripsi. Thank you for my lovely sister Elsa Dwi Agustine

3) Fifth, thank you for best friends who always support me; Ina, Egi, Arum, Dova, and Erlin,Siti,Maria,Yvanne,Momina,Sadaf and Nabiila,Mba April 4) Then I would like to say big thank you for Mba Atika who help me with

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5) Next, I would like to say thank you for my best guy friends for the advice and give me support. There are Fidad , Irfan , Abang Ade , Mas Atris, Mas Rendi

6) I would like to say many thanks to my big family who always pray and give me support all the time.

7) Last but not least I would like to say thank you for my KKN 043 who gave me support.

Yogyakarta, 8 December 2016

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Table of Contents

Cover ... i

Approval Page ... ii

Statement of Authenticity ... iii

Acknowledgement ... iv

Table of Contents ... vi

Background of the Research ... 1

Identification of the Research ... 4

Limitation of the Research ... 5

Research Questions ... 6

The Purpose of the Research ... 6

Significance of the Research ……… 6

Chapter Two ... 8

Literature Review ...8

Definition of Reading ... 8

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Reading Comprehension ... 10

Reading Strategies ... 10

Reading Strategies and How It Affects Reading Comprehension ... 11

Definition of Skimming ... 13

Technique of Skimming ... 14

Advantage of Skimming ... 14

Definition of Scanning ... 15

Technique of Scanning ... 15

The Advantage of Scanning ...16

How to Teach Skimming and Scanning...16

Conceptual Framework ...19

Hypothesis... 22

Chapter Three ... 23

Methodology ...23

Research Design ... 23

Population, Sampling and Sample...26

Population ...…26

Sampling and Sample ... 27

Instruments ...32

Data Analysis ...35

Chapter Four ...36

Findings and Discussion ...36

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Discussion ...44

Chapter Five ...45

Conclusion and Recommendation ...45

Conclusion ...45

Recommendation ...46

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List of Figure

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viii

List of Table

Table 1.1 Research Design ... 25

Table 4.1 Descriptive Statistic ... 39

Table 4.2 ANOVA ... 40

Table 4.3 Paired Sample Test Experimental Group ... 41

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List of Appendices

Table 4.1 Pre-test Results ... 53

Table 4.2 Post-test Results ... 55

Descriptive Statistic Pre-Control Group ... 57

Descriptive Post Experimental Group ... 57

Descriptive Post Control Group ... 57

ANOVA Pre Control Group ... 57

Pre-test of Reading ... 59

Post-Test of Reading ... 69

Lesson Plan for Experimental Group (Treatment 1)... 80

Power Point of Skimming ... 81

Task of Treatment 1 (Group 1) ... 83

Lesson Plan for Experimental Group (Treatment 2) ... 88

Power Point of Scanning ... 89

Task 1 of Treatment 2 ... 91

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Task Mind Map of Scanning ... 97

Lesson Plan for Control Group (Day 1) ...99

Task 1of Control Group ... 101

Lesson Plan for Control Group (Day 2 ) ... 104

Task 2 of Control Group ... 106

Task 3 of Control Group ... 111

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Abstract

This study aim is to find the effect of skimming and scanning to develop reading ability of students. The research of question of this research is how effective is skimming and scanning technique as medium to improve reading comprehension of student’s in SMP Muhammadiyah Kasihan. The research was conducted in SMP Muhammadiyah Kasihan. The sample of this research was year 8.In this research the researcher chose two classes for experimental and control group which was class A as experimental group and class E as control group. In class A 31 students who were join the proper test of pre-test and post-test and in experimental group and only 28 students who joined the proper test. The research used quantitative methodology. To answer the research question, the research used experiment. In this test there are three steps, there are: pre-test, treatment and post test Based on the research findings, the students who were taught using skimming and scanning technique had better achievement in their reading

comprehension than the students who were taught using conventional technique. The result of t-value for the experimental group was -1.145. Whereas t-table for df was 31 with (2-tailed) test is

1.697. It means that value is lower than table (-1.145 < 1.697).On the other hand, the result of

t-value for control group was 5.309. Whereas t-table for df was 31 with (2-tailed) test is 1.697. It

means that t-value is higher than t-table (4,994 > 2,042). The result of this research showed if the

hypothesis alternative in this research is rejected and the alternative null is accepted. It was happening because the time that the researcher did for the treatment was too short. If the treatment was more than four times the results can be a high correlation.

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Chapter One

Introduction

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

Background of the Research

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

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

The statement showed that the most useful and helpful of reading strategies for learners or native speakers are skimming and scanning.

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

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

Buzan (2010) also mentioned that people usually use scanning in their daily life to find direction, place, and object and people. “People are so rare to use skimming. People use it in order to gain general overview of that material” (Brown, 2007, p.92). Moreover, “Scanning is

reading skill in getting specific information from a text. When we want to know some specific information from the text, we should not read the whole passage carefully” (Djuwarsih, 2006, p.14).Basically, scanning is a reading skill that is used to find specific detail information in a quick way by finding keywords. The purpose of scanning is to search a specific answer in a high speed. Skimming and scanning are easy to do and appropriate for everyone when they only have limit of time to find information in a quick way.

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improve their reading comprehension. After that, the students can use that in their daily life especially in reading test.

Identification of the Research

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

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

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

Limitation of the Research

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

Research Question

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

The Purpose of the Research

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

Significance of Research

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

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

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Chapter Two

Literature Review

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

Definition of Reading

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

Definition of Reading Skills

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

On the other hand, the macro skills also have some points. The first point is recognizing the rhetorical forms of written discourse and their significance for interpretation. The second point is recognizing the communicative functions of written texts based on form and purpose. The third point is inferring context that is not explicit by using background

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generalization and exemplification from described events, ideas, etc.

Reading Comprehension

There are a lot of intrinsic and extrinsic factors to succeed in reading. According to Zimmermann and Hutchins (2003) as cited in Moreillon (2007), reading comprehension is a tool that good readers use to solve the comprehension problems they encounter in text. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects (Woolley, 2008). Alfassi (2004) stated that students should understand the meaning of text, critically evaluate the message, remember the content, and apply the new-found knowledge flexibly. The students need to understand how to think critically and evaluate the text properly for obtaining information in current society.

“The important point is that understanding text is not simply remembering the

content that is presented, but rather involves combining this content with past knowledge to form a durable representation that can inform future behaviour and learning” (Catts, 2009, p.179). Understanding the text is not as easy as simply remembering the content.

Reading Strategies

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

Reading Strategies and How They Affect Reading Comprehension

Baker and Boonkit (2004), Soleimani(2008) Willingham (2006), and Griffiths (2003) as cited in Zare and Othman, (2013) stated that there are the positive relationship between the use of reading strategies and reading comprehension achievement. “Secondary school and university students have problems in reading in English and using reading strategies for better comprehension” (Molla, 2015, p.35).This statement above means that in secondary and university students most of them have problems in reading in English. By using reading strategies, students can improve their reading comprehension. Moreover, Brown (2001) stated that when students build some appropriate and effective reading strategies, the reading comprehension appears.

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reading strategies will be good at reading comprehension. Carrell (1989), Carol (2002), and Janzen (1996)as cited in Molla(2015) argued “if reading strategies can be taught to learners and that reading strategy instruction can benefit all students” (p.35)

Wilhelm and Li (2008) contended that “for most second language learners who are already literate in a previous language, reading comprehension is primarily a matter of developing appropriate and efficient comprehension strategies” (p. 291). Alsamadani (2009) “asserted:

The quality of reading strategies is vital, whereas the quantity of reading strategies used while reading does not guarantee reading comprehension. All of these studies suggest that reading teachers can teach their students to use quality strategies not only to improve their reading comprehension, but also to increase awareness of their own performance as they read. (p.185)

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

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

Definition of Skimming

The understanding of skimming can be found out from many sources. According to Liao (2011, p.2) “skimming is done at a speed three to four times faster than normal

reading.” The strategies of skimming and scanning are well-known and help students to improve their speed of reading. Macleod (2013) wrote that skimming involves a through overview of a text and implies a reading competence. People usually do skimming when they have a lot of keywords to find with a limit amount of time and they already read the passage before and they just need to find the important keywords. Basically, skimming is one of the reading skills that give the theme, the purpose, and the perspective of the writer in text.

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

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Technique of Skimming

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

The Advantages of Skimming

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Definition of Scanning

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

Brown (2001) maintained:

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

Techniques of Scanning

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

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The Advantages of Scanning

Grellet (1981) as cited in Winarti (2010) mentioned some advantages of scanning. First, scanning helps the students only to try to locate specific information. Second, scanning helps the students to follow the linearity of the passage. Last, scanning helps the students to use the time efficiently. Thus, scanning helps the students to find information if they have limit of time.

Overall, skimming and scanning is really helpful to improving the students’ speed in comprehension. According to Broughton et al. (1980), Smith (1971) and Brower and Bever (1970) in Abdelrahman & Muwafaq (2014) stated that “if the learner wants to be fast in comprehending a text, he or she needs to practice skimming and scanning”. Basically, skimming and scanning have a big role in reading comprehension.

How to Teach Skimming and Scanning

According to Mack and Ojalvo (2009), before the class, the teacher chooses the “6 Q’s” which is what, where, when, which, who and how post that will suit the class. Note

that not all questions have answers in the text as sometimes personal questions are included to allow students to make personal connections to the article contents. For this exercise, allow students to skip those questions, or choose a different “6 Q’s” post.

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

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

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

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

Once the class is clear on the strategies, each student should skim the front page of article. Next, the teacher and the students need to have a class discussion about the various stories that caught their attention and why.

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

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

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can then be skimmed for more detail.

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

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

Conceptual Framework

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Figure 1. Conceptual Framework

What are we searching for or what do we need from the book?

With the help of table content or acknowledgement, find the possibility if the information you need it inside that book.

With a lot of attention to it try to investigate with a high speed every line of reading that you are facing. Stop if you feel you get the sentence or title that shows what

you are searching for.

Read with a normal speed and try to understand what you are searching for.

Scanning

Technique of Scanning

Look at the table list of contents and preference with glance. Look at shortly the background of how the book is written.

Read the introduction briefly.

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Hypothesis

Based on all of the study, the researcher hypothesized:

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

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Chapter Three

Methodology

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

Research Design

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

There are some types in experimental design, namely true experiment,

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groups have been constituted by means other than random selection”(p.212).

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

quasi-experimental was chosen by using random selection and that was the same as what the researcher already chose for the sampling.

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

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Table 1.1

Without Skimming and Scanning Technique

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List of Table 1.1 Research Design

In this research, experimental group was given a treatment which was skimming and scanning technique. The treatment was supposed to have a good effect towards students in reading comprehension. On the other hand, control group was not given any treatment. In here control group was taught as a normal class. The control group did the same

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

Population, Sample and Sampling

Population. The population of this research was students of grade 8 at SMP Muhammadiyah Kasihan. The reason of choosing SMP Muhammadiyah Kasihan as the research setting was because the school was near the researcher’s boarding house so that it would ease the researcher to gather the data in term of accessibility of place. It was

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

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

To conclude based on the interview with the English teacher at SMP

Muhammadiyah Kasihan, the students were very enthusiastic about learning English even though they needed a lot of support when they were studying. In here the research chose grade 8 as the population because the students were not as busy as students of grade 9 who would have their final exam soon. Meanwhile, students of grade 7 have not studied

skimming and scanning yet so that students of grade 8 were suitable for the experiment because they had a lot of experience of reading activities.

Sampling and sample. Kothari (2004) stated “sample is definite plan for obtaining a sample from a given population” (p.55).The sample of this research was class A as the experimental group and class E as the control group. Johnsen and Christensen (2012) defined sampling is the process of sample from population. Random sampling was used when a researcher chose specific research targets within the population for a particular study or research project. The researcher chose to use random sampling to conduct this research because this method was a good way to choose sample as representatives

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Figure 2.Data Collection

Pre-Test

Experimental Group Control Group

Treatment _{No Treatment}

1) Giving presentation about skimming and giving out a question that the students can use

techniques of skimming to find the answer. 2) Giving presentation about scanning and giving a

question that the students can use techniques of scanning to find the answer.

3) Refresh what they remember about skimming and scanning by using mind map and discussing what is missing from the mind map.

4) Refresh the whole materials about skimming and scanning and the students are required to make their own text that can be done by skimming and scanning.

Just do normal teaching by giving out reading

comprehension and tell the students to answer the question s base on the text.

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

to make it easier to compare the results.

In this research, the research chose tests as data collection method as Cresswell (2012) stated that in experimental design some quantitative researchers seek to test whether an educational practice or idea makes difference for an individual. The tests that the

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scanning are as medium for reading ability of students at SMP Muhammadiyah Kasihan.

The researcher used reading test of the national examination (UNAS) for the pre-test and post-pre-test. The reason why the researcher used UNAS reading pre-test was because UNAS reading test was used by the all junior high schools and all of the students are already familiar with it. Therefore, the validity and the reliability are undoubtedly.

In this research the researcher used UNAS reading test 2014 for the pre-test and post-test. The reason why the researcher used UNAS reading tests 2014 was because the students had done the reading test and most of them were familiar with the test. According to Anang’s blog (2014), this UNAS reading test contains the prediction of UN and exercises

UN base on a new latticework. It means that the validity and the reliability are not

undoubtedly. Moreover, the reason why the researcher chose UNAS reading as the pre-test and post-test is that each year UNAS reading test has valid and reliable criteria. Before the UNAS reading test was given to the school, the reading test was already checked for the validity and reliability so that the researcher believed that she could get the valid data for this research. In addition, the researcher thought that UNAS test was suitable because UNAS test had very simple text and easy to understand, to skim and scan.

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Then, the first meeting was treatment. In treatment the researcher already prepared the lesson plan used to explain skimming and scanning. For experimental group, the researcher used treatment in form of the input skimming and scanning. On the other hand, the

researcher did conventional activities for the control group. It was called conventional teaching because the researcher taught without giving input of skimming and scanning skill. In conventional group the teacher only gave the students questions from the reading comprehension of UNAS questions. Moreover, the students that were in experimental group did mini test in every meeting in the end of treatment. Last, the researcher did a post test for experimental and control group to find out the effectiveness of skimming and scanning after the treatment.

After the experimental and control group did pre-test and post-test, the research found the result of post-test and pre-test between experimental and control group, and the mean of both results. From those two results, the researcher found whether skimming and scanning are effective as medium for reading ability and how the reading skills of the students in the experimental group are different from control group.

Instruments

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got before the treatment and the researcher compared it with the results of the post-test.

In here the students got twenty multiple choice questions for the test. The number of questions of pre-test and post-test was the same. The researcher made sure the validity and the reliability of the questions by choosing the right category of questions of the

participants which was the UNAS reading test. The reason why the researcher chose that was because UNAS reading test is already known or familiar by all of the school in Indonesia and all of students of junior high school were already familiar with the structure of the questions. The students in experimental group did a treatment after having the pre-test. The treatment was form of presentation, practices to do skimming and scanning, working in group, and making a mind map. The treatment was conducted for four meetings.

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Figure 3.Instruments

Four Meetings

Pre-Test

Post Test

The results of how effective skimming and scanning techniques are to improve the reading comprehension students at SMP

Muhammadiyah Kasihan

Just do normal teaching by giving reading

comprehension and telling the students to answer the questions based on the text 1) Presentation of skimming and

scanning

2) Practising skimming and scanning 3) Making mind map

4) Students write their own text using skimming and scanning.

Experimental Group

No Treatment Treatment

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Data Analysis

The researcher wanted to see the significance of the research instrument. It is shown by t-test. To analyze the data, the researcher used t-t-test. The t-test formula used in the research was written as follows:

t _{standard error of the difference in mean}sample one mean sample two mean

The reason why researcher chose dependent sample t-test was because this formula is usually used to compare and to find out the results between pre-test and post-test as supported by Cohen, et al. (2007) stating “t-test is used to discover whether there are statistically significant differences between the means of two groups, using parametric data drawn from random samples with normal distribution” (p. 543).

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1

Chapter Four

Findings and Discussion

This chapter will discuss about the answer of the research question which is “How

effective are skimming and scanning techniques to improve the reading comprehension ability of students in SMP Muhammadiyah Kasihan?”

The result and discussion of the research are also presented in this chapter. The result are divided into some parts including the analysis of the data including range of pre-test and post-test for experimental and control group, the homogenity, the skewness of the data and the t-test of data. Besides, the discussion explains the relation between the data which has been gotten from the research and the expert argumentation in literature review.

Findings

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2

Experimental group condition. The total of the students in class 8 A were 33 students. However, when the researcher gave the pre-test for class A only 31students who did the pre-test. Same as post-test the students who did the post-test only 31, because there were two students who were absent. So, the researcher decided not to put that two people to make the data not bias.

After giving the students pre-test, the researcher gave a treatment for this class. The treatment was held for four times meetings. In here the experimental students were getting input or information about skimming and scanning. Then, the last step was post-test. Post-test were done after pre-test and treatment done. In here the students who took the post-test were not complete; there are only 31 students who did the test but the total of the students were 33.

Finally as the results, there were only 31 students who were joined both pre-test and post-test. The reason there were only 31 students who joined the activities because there are one student who were not joined the pre-test and there was other one person who were not joined the post-test. So, the researcher decided to did not to put those two students in data.

Control group condition. In control group, the researcher used class 8 E. The control group was given pre-test, conventional teaching or normal way of teaching and post-test. The students who attended the pre-test were 30 students out of 30. In here the students got the same questions of pre-test as the experimental.

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3

teaching method.

Post-test was given after four times practiced of reading the passage and answered all of the questions. The post-test that was given were the same as the one for experimental group. The students who participated in this class were 28 students out of 30.The reason of the researcher made the post-test the same as experimental group was because the researcher wanted to compare the results of pre-test and post-test of experimental group and control group.

As the results there were only 31 students who were join the proper test of pre-test and post-test and in experimental group, because the other two people were absent. Then there were only 28 students who joined the proper test.

The analysis of data distribution. In here the researcher used SPSS version 16.0 to find out if there is difference between control group and experimental group. The way to find the results is by finding the range of each group,normality or skweness ,homoginity,t-test and checking the hypothesis.

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4

Table 4.1 in appendix shows the results of every the students in experimental group and control group who join the pre-test in this research. The results that are highlighted are the results of the students who were absent and not joining the pre-test. The mean for

experimental group is 8.59375 and the mean for control group is 111.53333333

Table 4.2 in appendix shows the results of every the students in experimental group and control group who join the post-test in this research. The results that are highlighted are the results of the students who were absent and not joining the post-test. The mean for experimental group is 9.21875and the mean for control group is 7.3.

Skewenesses. The skewness of the data was needed to be checked because the samples should be checked if the distribution of every variable in the data was normally distributed. Therefore, the normality of the data could be checked by using skewenesses in SPSS. Thus, the table below showed the result of the normality of the data. For the rest of the table it can be seen in appendix.

Table 4.1 Descriptive Statistics

N Minimum Maximu

m

Mean Std.

Deviation

Skewness Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Std.

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5

For skewness if the data is < -1.96 it means that the data is valid. On the other hand if the data is > -1.96 it means that the data is not valid. Where the table above shows if the results of skeweness is -.466 it means that the data is valid.

Homogeneity. In this research the research use ANOVA to calculate the normality test and linearity test were done. The researcher also calculated using parametric statistics which required homogeneity of the research. Homogeneity means the samples of the research come from the same variance or have same characteristics. Thus, on the table below showed the homogeneity of variances that was analyzed by using ANOVA. The entire table is attaching in appendix.

Table 4.2ANOVA

Pre Experimental Group

Sum of Squares Df Mean Square F Sig.

Between Groups 231.852 11 21.077 2.670 .027

Within Groups 157.867 20 7.893

Total 389.719 31

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6

The

hypothesis testing, it could be calculated by two ways which are first by reviewing the Sig. (2-tailed)

value which required the significant of the data and second by reviewing the t-value which required

the hypothesis in this research is accepted or rejected. Thus, the detail is described as followings.

Firstly, the hypothesis could be checked by analyzing the p value of Sig. (2-tailed). The

requirements are if Sig. (2-tailed) is lower than 0, 05 (Sig. < 0, 05), then the data were significant.

The result showed that the Sig. value is 0,261. It showed that Sig. (2-tailed) was 0,261 and 0,261

which was higher than 0, 05. It means that this research was not significant. Therefore, the Null

Hypothesis (H0) is accepted and the Alternative Hypothesis (H1) is rejected.

Secondly, the table of Independent Sample T-test could show that the hypothesis of the

research is accepted or rejected. It could be analyzed by observing the t-value. The requirements are

if t-value is higher that t-table (t-value >t-table), then the Alternative Hypothesis (H1) is accepted and

Null Hypothesis (H0) is rejected. Based on the table 4.6above, the result of t-value was -1.145.

Whereas t-table for df was 31 with (2-tailed) test is 1.697. It means that t-value is lower than t-table

(-1.145 < 1.697). Because of t-value was higher than t-table, so it could be calculated that there is no

significant different between experimental group and control group. Thus, the decision of Alternative Table 4.3 Paired Samples Test

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(2-7

Hypothesis (H1) is rejected and Null Hypothesis is accepted. The research question is then answered

that is reading techniques of skimming and scanning there no significant difference for the students at

SMP Muhammadiyah Kasihan.

Table 4.5Paired Samples Test

Paired Differences t df Sig.

(2-Moreover, for the hypothesis testing, it could be calculated by two ways which are first by

reviewing the Sig. (2-tailed) value which required the significant of the data and second by reviewing

the t-value which required the hypothesis in this research is accepted or rejected. Thus, the detail is

described as followings.

Firstly, the hypothesis could be checked by analyzing the p value of Sig. (2-tailed). The

requirements are if Sig. (2-tailed) is lower than 0,05 (Sig. < 0,05),then the data were significant. The

result showed that the Sig. value is 0,000. It showed that Sig. (2-tailed) was 0,000 and 0,000 which

was less than 0,05. It means that this research was significant. Therefore, the Null Hypothesis (H0) is

rejected and the Alternative Hypothesis (H1) is accepted which indicated that using skimming and

scanning as media in reading ability.

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8

research is accepted or rejected. It could be analyzed by observing the t-value 1.697. The

requirements are if t-value is higher that t-table (t-value >t-table), then the Alternative Hypothesis

(H1) is accepted and Null Hypothesis (H0) is rejected. Based on the table 4.6 above, the result of

t-value was 5.309. Whereas t-table for df was 31 with (2-tailed) test is 1.697. It means that t-t-value is

higher than t-table (4,994 > 2,042). Because of t-value was higher than t-table, so it could be

calculated that there is a significant different between experimental group and control group. Thus,

the decision of Alternative Hypothesis (H1) is accepted and Null Hypothesis is rejected. The research

question is then not answer the research question of this research.

Discussion

The effect of skimming and scanning. The answer of from the research question was there is no effect of reading techniques to develop reading ability in SMP Muhammadiyah Kasihan. It means that alternative hypothesis (H1) was rejected;it means reading techniques are not effective to improve the reading comprehension ability of students in SMP Muhammadiyah Kasihan. On the other hand, where null hypothesis (H0) was accepted, which is there is effective of reading techniques are effective to improve the reading comprehension ability of students in SMP Muhammadiyah Kasihan.

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9

distort the data (for example, maturation in students, outside influences on the students)”

(p.117).The meaning of the statement above is time and other factors also effect the results of the research. In this research the results is the hypothesis null (H0) was accepted rather than

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Chapter Five

Conclusion and Recommendation

As the last chapter, this chapter presents the summary of this research. This chapter includes the conclusion to conclude the result of this research. In addition, the recommendation also included and it is for teachers, students and future researchers are also presented.

Conclusion

In this section, the researcher presented the summary of the findings and discussion in order to answer the research question in this research. The first formulation is the mean of the experimental group and conventional group. In this group the mean of experimental for pre-test was 8.59375and for control group was 11.53333333. Then the mean of experimental for post-test was 9.21875 and for control group 7.3.It means that the results of experimental increase by 0.625 where control group decrease by 4.2333333

Then, the second and the last formulation is how effective or how much does skimming and scanning as medium for reading ability.The result showed that there is a no significant results of skimming and scanning as medium for reading ability because the result of t value for experiment was -1.145. Whereas table for df was 31 with (2-tailed) test is 1.697. It means that t-value is lower than t-table (-1.145 < 1.697). So, that the H1 (alternative hypothesis) is rejected and

the H0 (null hypothesis) is accepted.While,for control group the result of t-value was 5.309. Whereas t-table for df was 31 with (2-tailed) test is 1.697. It means that t-value is higher than t-table

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significant different between experimental group and control group. Thus, the decision of Alternative

Hypothesis (Ha) is accepted and Null Hypothesis is rejected.

Based on the discussion skimming and scanning are actually good techniques to use to improve the students’ ability in reading comprehension. It is supported by two expert which are

Sasmita (2013) and Li’ismawati (2014) they said that skimming and scanning are a good techniques to use to enhance the student’s reading comprehension achievement. Moreover,

skimming and scanning techniques were effective to be used in teaching reading comprehension class. However, the result of this research showed if this experiment have a no significant. It was happening because the time that the researcher did for the treatment was too short. If the

treatment was more than four times the results can be a high correlation.

Recommendation

Based on the results of this research, there are several recommendations for students, for lectures and future researchers.

For students.Even thou the result showed the correlation of skimming and scanning as the medium of reading ability islow, students are recommended to do more practice reading ability using skimming and scanning. By that the students can answer most of the questions without spend a lot of time.

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APPENDIX 1 Table 4.1 Pre-test Result

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18 Participant 18 9 14

31 Participant 31 11 -

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31 Participant 31 11 7.3

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APPENDIX 4

Descriptive Statistics

N Minimum Maximum Mean Std.

Deviation

Skewness Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Std. Error

Post Experimental

N Minimum Maximum Mean Std. Deviation Skewness Kurtosis

Post Control Group 32 0 12 7.07 3.172 -1.196 .414 1.075 .809

Valid N (listwise) 32

APPENDIX 3

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Skewness Kurtosis

Pre Control Group 32 0 16 10.81 3.393 -1.932 .414 5.211 .809

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APPENDIX 6

ANOVA Pre Control Group

Sum of Squares df Mean Square F Sig.

Between Groups 181.583 9 20.176 2.532 .036

Within Groups 175.292 22 7.968

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APPENDIX 6 Pre-test of reading

1) Arrange the following sentences into a good paragraph

1. I was very happy when I realized I could ride motorcycle. 2. Nonetheless, I got nervous when I passed the narrow street. 3. I lost my control and fell to the ditch.

4. One day, my father bought an old motorcycle. 5. My father taught me how to ride the motorcycle. 6. My father was very patient and gave me directions. 7. In the beginning, everything ran well.

a) 7-3-1-5-2-6-4 b) 5-4-3-7-6-1-2 c) 1-2-3-5-4-7-6 d) 4-5-6-7-1-2-3

The following text is for questions 2 and 3

G570 4334DDU Laptop with large screen. The laptop also comes with a spatial experience of the screen and it has advanced function features that work efficiently. It is more user-friendly than ever.G570 433DDU 15.6-Inch Laptop Feature:

1. 15.6 – Inch Screen ; Integrated Intel HD 3000 Graphics

2. Windows 7 Home Premium 64-bit,4 hours Battery Life

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2) Normally, this laptop can be used for ………….. Hours. a) Two and half

b) Four c) Seven d) Sixty Four

3) From the text we know that ………..

a) The laptop is as user friendly as the previous edition. b)The laptop has advance function features.

c) The battery can be used 6 hours. d)The screen of the laptop is small.

The following text is for question 4 and 5

Students Organization of SMP 182 To: All class captions

Please attend the monthly meeting. It will be held Date: Saturday, May 11, 2013

Time: After school Place: Osis room

We will discuss the farewell party for the grade IX students. Your attendances will be highly appreciated

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4) The monthly meeting is to ……….. a) Request a monthly meeting b) Attend at Osis room

c) Discuss the farewell

d) Appreciate the grade IX students

5) “We will discuss the farewell party for the grade IX students”. The underlined word refers to………

a) All grade IX students

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The following text is for questions 6 to 9

6) What should we do first to make crispy hash brown? a) Peel and grate the fried potatoes.

b)Heat the oil in frying pan. c) Squeeze the grated potatoes. d)Sprinkle some salt and pepper.

7) How many portions can we serve based on the recipe above? a) Three

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d)Six

8) “Squeeze out as much moisture as you can” (step2). The word “moisture” has similar meaning with.

a) Water b)Lotion c) Splash d)Remain

9) “If you don’t have it ……… (step 2) What does the underlined word refer to? a) Frying pan

b)Paper towel c) Serving plate

The following text is for questions 10 and 11 To: My beloved mother January 1, 2013

Hopefully this birthday give you spirit and joy to enjoy your life. “Happy Birthday and Happy New Year”

Have a healthy, nice, and happy life mom.

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10)What is Yuni’s purpose to send the special card? a) To congratulate happy new year to her best friend b)To invite someone to come to her birthday party c) To congratulate happy birthday to her beloved mother d)To shear problem with her best friend

11)What will Yuni hope for her mom? a) Healthy, nice and happy

b)Wealthy, nice and happy c) Healthy, nice and happy less d)Healthy , nice less and happy

The following text is for question 12 to 14

12)The word of “venue” on the text above is close in meaning……

a) Where b) Street c) Place d) Home All of Students Grade 9, You are invited to:

GRADUATION PARTY 2010SMP AL-BAROKAH Day/date: Saturday, 3rd June 2012-11-10

Time : 10.00 am – 13.00 pm

Venue : Meeting hall room of SMP AL-BAROKAH Jl. Melatino: 03 Lumajang Come and join us.

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13)Where will the graduation party be held? a) At the OSIS room

b) At the SMP Al-Barokah

c) At the school is meeting hall room d) At the canteen

14)Come and join us.

The bold type above refers to……

a) School

b) The 9 grade students c) Room

d) OSIS

The following text is for question 15 and 17

BUS

COMPANY

JOURNEY COST JOURNEY

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15)What bus shell we take if we want to arrive in Yogyakarta in the afternoon? a) Dahlia

b) Akas

c) Putera Remaja d) Safari Dharma Raya

16)If we go to Yogyakarta by taking Putera Remaja bus, we will need ……… than Safari Dharma Raya bus.

a) More money b) Much money c) More time d) Less time

17)You and your partner are inviting to attend Eleanor Mckays’s 15th birthday in the Cocino Green House.

24th January 2008 at 7.oo p.m

How old will Eleanor Mckays be in 2016? a) 20

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The following text is for question 18 to 20

18)What should we do before adding the potatoes to the pot? a) Add onions and white wine to the pot

b) Boil the saute and white wine c) Stir well the tender potatoes d) Pour fennel to the corn broth

19)How much water do we need to make corn broth? a) 2 cups

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c) 4 cups d) 6 cups

20)“Simmer gently until the potatoes are tender.”(step 5) The underlined word means……

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APPENDIX 7 Post test of reading The following text is for questions number 1 and 2.

THE

Santa Will Be Coming Down A chimney This Year THE ADDRESS IS DIFFERENT

THE HOUSE IS NEW

BUT THE DOOR IS ALWAYS OPEN FOR FRIENDS LIKE YOU! JOIN US SATURDAT, DECEMBER 5

AT 7:00 PM FOR COCKTAILS CECILY AND BRANDON THOMSON

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1) What does the Thomson family do? a. Introduce Santa to their friends b. Be open the door for their friends c. Inform their new house to their friends d. Invite their friends to a cocktail party 2) From the text we can say that…..

a. Cecily and Brandon have different addresses b. Santa is going to move to a new house this year c. Santa always opens the door for Thomson family d. The Thomson family will move to a new house

Read the following text to answer questions number 3

3) Where do we usually find the text? a. At the lake

b. At the beach c. At the river bank d. At the swimming pool

DUE TO MANY SHARP CORALS,

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Read the following text to answer questions number 4 and 5

4) What is the benefit of drinking White Tea? a. Reduce Antioxidant

b. Decrease Energy Levels c. Enhance Immune System d. Gain up to 3 pounds in a day 5) The purpose of the text above is…..

a. To inform how to use the product b. To advertise the product

c. To describe the benefits of the product d. To tell the ingredients of the product

WHITE TEA  Lose up 25 pounds in 25 days  3x more Antioxidant than Green Tea  Fight fatigue & increase energy level  Reduce every fine lines & wrinkles  Enhance immune system

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Read the following text to answer questions number 6 to 8

6) Why do we use peppermint to repel mice? Because…..

a. Peppermint is fresh to breathe b. Mice love the peppermint c. Mice will die of breathing mint d. Mice hate the smell of peppermint 7) From the text above, we can conclude that….

a. Mice spread severe diseases through feces b. Peppermint is useful to repel mice

c. Mice love peppermint

d. We can place oil everywhere to repel mice How to Repel Mice

Mice might look cute, but they can be harmful pets that destroy household items, eat and mess with food and can spread severe diseases through their feces and parasites they carry. Here are some useful tips on how to repel house mice:

1) Use peppermint, put the peppermint near wall corners

2) Pour generous amount of peppermint oil on cotton balls

3) Place the saturated cotton balls on areas where mice are possibly seen around counter tops, under the sofas in your living room 4) Put them behind shelves, wall corners or on