The purpose of this research was to determine the improvement of students' reading comprehension using skim reading technique, which focused on the level of reading comprehension, which consists of literal comprehension and inferential comprehension in terms of main idea and supporting details. The sample of the research was class XI.IPA MA Manongkoki Takalar in the academic year 2016/2017, which consisted of 29 students. Therefore, there was an improvement in students' reading comprehension in terms of main main idea and supporting details.
It was concluded that the use of Cursory Reading Technique can improve students' reading comprehension in eleventh grade by MA Manongkoki Takalar. The opinion and the staff and all the lectures of FKIP UNISMUH, especially for the lectures of the English Department, who taught me for many years. Appendix D: Name of students of XI IPA MA Manongkoki Takalar Appendix E: Participant list of XI IPA MA Manongkoki Takalar.
Appendix H: Result of the pre-test of reading comprehension Appendix I: Result of the post-test of reading comprehension.
INTRODUCTIONINTRODUCTION
Background
Based on the experience of researchers when researchers taught high school, many students think that reading is a boring activity, and most of the students thought that making conclusions and answering the reading test was a boring task. In addition, Gascoigne argues that reading comprehension strategies can help readers gain a better understanding of text. Many reading strategies, such as making connections, inferring, asking questions, visualizing, using context clues, and identifying main ideas, are intertwined.
To succeed in reading comprehension, the readers must be able to apply the reading strategies to texts, Beers (2003:674). In dealing with the problem above, the researcher is expected to help the students to improve their reading comprehension through Cursorial Reading Technique. According to Kathleen Kursories, reading describes something done quickly with only a small attention to detail skills involved in speed reading, skimming and scanning, reading speed.
Considering the explanation above, the researcher proposes a research proposal entitled "The Effectiveness of Using Skimming Reading Technique to Increase Students' Reading Comprehension (An Experimental Study on the Eleventh Grade Students of Madrasah Aliyah Mannongkoki)".
Research Question
Objective of the Study
Significance of the Study
Scope of the Study
Previous Related Research
In her dissertation, “Development of cursory reading technique in increasing reading comprehension of students in second grade of SMP 1 Lilirilau Soppeng”. She found that Cursory Reading Technique can improve students' reading comprehension in terms of critical thinking in narrative texts. It was indicated that there was improvement in students' reading comprehension in critical thinking by using Cursory Reading Technique.
Based on previous findings, Susanti, Sri Wahyuni and Hajrah used the technique of skim reading in their thesis, but with a different focus. Susanti focuses on interpretive reading in descriptive text using skim reading technique, Sri Wahyuni focuses on reading comprehension of narrative text by students learning to use skim reading technique, and Hajrah focuses on critical thinking in narrative text also using skimming techniques. And then, like Susanti, Sri Wahyuni and Hajrah, the researcher will also do research on reading comprehension, but a different focus.
The researcher will focus on literal reading comprehension to find the main idea and inferential comprehension to find supporting details from the text.
Some Pertinent Ideas 1. Concept of Reading
Or it may be as concentrated as that which is the chief product of the coastal regions of Peru. Reynolds (2004:1) states that reading aloud Part of the key to helping students read difficult text is to enable them to do so. During the reading process, he connects the meaning of the words he reads with his basic knowledge.
The main idea can be expressed as a summary of the information in the paragraph, but also as a link to the information in the next paragraph. According to Manal (2010:2), the topic sentence is the main sentence of the paragraph, describing its content and direction. The point stated in the topic sentence is then explained using reasons and examples expressed in the other sentences of the paragraph.
However, in creative writing, topic sentences can be placed in the middle or at the end of the paragraph.
The Concept of Reading Comprehension 1. Definition of Reading Comprehension
- Factors Affecting Reading Comprehension
Meaning is achieved when the reader integrates the personal background knowledge, purpose of reading strategies, and text to make meaning. The description above suggests that to get a perfect understanding of the reading process, there are some internal or external factors that should be monitored. It refers to the previous experience that the reader has already known before and relates to the reading material they are reading.
In this case, readers need to know some linguistic elements, for example: vocabulary, grammar, etc. c. Thinking ability. This means that the readers must know about some psychological factor that can affect the readers' understanding. This is usually done by asking a question or predicting as a springboard to gain understanding.
Based on the above explanation, reading comprehension referred to students' ability to read and understand information presented in written form. Whether reading comprehension will be a process of understanding the meaning of the content in the text or a process of constructing meaning depends on the students. experience and prior knowledge. Sager's skimming is a knowledge acquisition technique in which a text is read very quickly and selectively in order to capture its main argument or its main elements of information.
Based on the above explanation, the researcher concludes that skimming is a technique for reading a text quickly. Therefore, the researcher will use this technique to improve students' reading comprehension in descriptive text. The eyes move to follow a line, to recognize word by word, to recognize the meaning and content of whole sentences.
When you reach the fact you are looking for, you will find that the word phase will stand out and you will notice it immediately.
The Concept of Barrett Taxonomy
According to Clymer, literal understanding focuses on ideas and information that are explicitly stated in the selection. A simple task in the literal sense may be the recognition or recall of a single fact or event. A more complex task may be the recognition or recall or a series of facts or the sequence of events in a reading selection, or these tasks may be related to an exercise that can itself be considered a reading selection.
In the Barrett taxonomy, the Researcher only focused on giving literal understanding in terms of main ideas and inferential understanding in terms of supporting details.
Conceptual Framework
INPUT
PROCESS
OUTPUT
Teaching Reading
- Hypothesis
- Research Design
- Pre-test
- Treatment
- Post-test
- Research Variables and Indicators 1. Variable
- Instrument of the Research
- Procedure of Collecting Data
- Techniques of Data Analysis
- Findings
- Students’ Literal Comprehension and Inferential Comprehension in Terms of Main Ideas and Supporting Details
- The Improvement of Students’ Literal Comprehension
- The Improvement of Students’ Inferential Comprehension
- Hypothesis testing (t-test of Significant)
- Conclusion
- Suggestion
Null Hypothesis (H0): There is no significant difference between students' reading comprehension after using skim reading technique in eleventh grade MA Manongkoki Takalar. There is a significant difference between students' reading comprehension after using skim reading technique in the eleventh grade of MA Manongkoki Takalar. The posttest is conducted to determine the students' achievement in learning reading comprehension after learning to use a narrative text with a skim reading technique.
The dependent variable of this research is students' reading comprehension, especially in literal comprehension and inferential comprehension. The indicator in this research is the students in reading a text after the learning process using skim reading technique that focuses on literal comprehension and inferential comprehension, Main ideas and supporting details are the most important that the researcher is communicating to the reader. Before the treatment, the pre-test is given to know the students' previous knowledge in reading comprehension.
It presents the result of students' reading comprehension in literal sense and inferential comprehension using skim reading technique, while the research discussion includes further explanation of the findings. The research findings consist of the analysis of the results data through pre-test and post-test in reading comprehension, focusing on literal comprehension (main ideas) and inferential comprehension (supporting details) using the reading technique of superficially can improve the reading comprehension of students in the eleventh grade of MA Manongkoki Takalar. Students' reading test data were obtained from literal comprehension in terms of main ideas and inferential comprehension in terms of supporting details.
Based on Table 4.1, the researcher concludes that the reading comprehension of students in literal comprehension in terms of main ideas most of them are good with 2 students (6.90%) in the pre-test and then good with 10 in the post-test students (34.48%). Based on these results, it is concluded that the use of Cursory Reading Technique could improve the students' reading comprehension in terms of literal comprehension. Based on these results, it is concluded that the use of Cursory Reading Technique can improve the students' reading comprehension in terms of inferential comprehension.
Based on these results, it is concluded that there were significant differences between the students' reading comprehension, literal and inferential comprehension before and after the use of Cursor Reading Technique. Therefore, Cursory Reading Technique is able to improve the students' reading comprehension at the eleventh grade of MA Manongkoki Takalar. Based on discussion above, it can be concluded that the use of Cursor Reading Technique is one of the methods that can improve the students' reading comprehension, especially on literal and inference comprehension at the eleventh grade of MA Manongkoki Takalar.
Cursory Reading Technique is effective in improving students' literal reading comprehension in terms of main ideas in eleventh grade of MA Manongkoki takalar.
BIBLIOGRAPHY
Kompetensi Dasar
Indikator Pembelajaran
Tujuan Pembelajaran
Materi Pembelajaran
King Beowulf was an old man, but he donned his armor again and went with his men to the dragon's cave.
Metode Pembelajaran
Kegiatan Pembelajaran
Memahami makna karangan pendek sederhana berbentuk cerita dan cerita untuk berinteraksi dengan lingkungan. Merespon makna dalam teks tulis sederhana, pendek, fungsional, akurat, lancar, dan relevan dengan lingkungan.
Materi Ajar
- Penilaian
Siswa dutika untuk memabaka and bekanbaan text narration and mengama inti atau isi dari bacaan. He saw a crocodile in the river, so he asked the crocodile to take him to the other side. Now, the crocodile was very hungry, so when he was in the middle of the river, he stopped and said to the monkey, “Monkey, my father is very sick.
As soon as they reached the river bank, the monkey jumped off the crocodile's back and climbed to the top of a tree.
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