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IMPROVING STUDENTS’ READING COMPREHENSION
IMPROVING STUDENTS’ READING COMPREHENSION
THROUGH SCANNING
TECHNIQUE
AT THE FIRST YEAR OF SMA
NEGERI 1 LADONGI
AN ACTION RESEARCH OF
CLASS
A RESEARCH PROPOSAL
Submited as a partial
fulfillment of the requirement of sarjana pendidikan degree at the English
study programe of teacher training and education faculty of sembilanbelas
november kolaka university
By
AGUS PURNA IRAWAN
NIM. A1A2 11 100
TEACHER TRAINING AND
EDUCATION FACULTY
OF SEMBILANBELAS NOVEMBER
UNIVERSITY
KOLAKA
2015
APPROVAL SHEET
This
thesis has been corrected and accepted by the first and second consultants to
be submited to commitee of the thesis examiners.
Kolaka, 2015
|
Frist consultant
Karimuddin, S.pd., M.Pd
|
|
Second consultant
Netty Huzniati Andas, S.Pd., M.hum
|
TABLE
OF CONTENTS
TITLE PAGE...................................................................................................... i
APPROVAL SHEET......................................................................................... ii
TABLE OF CONTENTS................................................................................... iii
CHAPTER I INTRODUCTION....................................................................... 1
1.1 Background................................................................................. 1
1.2 Problem of study......................................................................... 3
1.3 Scope of study............................................................................ 4
1.4 Objective of study ...................................................................... 4
1.5 The significance of the study...................................................... 4
1.6 Defenition of key terms.............................................................. 5
CHAPTER II THE REVIEW OF RELATED LITERATURE................... 6
2.1 Defenition
of reading................................................................... 6
2.2 Factors
affecting reading comprehension.................................... 7
2.3 Reading
problems......................................................................... 9
2.4 Scanning
technique...................................................................... 10
2.5 Teaching
reading trough scanning technique............................... 11
CHAPTER III METHODOLOGY OF STUDY............................................. 12
3.1 Design of the study....................................................................... 12
3.2 Setting of study............................................................................. 14
3.3 Subject of study............................................................................ 14
3.4 Procedure of study........................................................................ 14
3.4.1
Planning............................................................................. 15
3.4.1.1 Setting up the lesson plan........................................... 15
3.4.1.2
Preparing the
criteria for succes.................................. 15
3.4.1.3
Preparing media.......................................................... 15
3.4.2
Implementing..................................................................... 15
3.4.3
Observing.................................................................................. 16
3.4.4
Reflecting.................................................................................. 16
3.5
Instrument............................................................................................. 17
3.6
Technique of data
collection................................................................. 18
3.7
Data analysis......................................................................................... 19
BIBLIOGRAPHY................................................................................................. 20
CHAPTER I
INTRODUCTION
This
chapter will show background, the problem of the study, the objective of the
study, the significance of the study, the scope of the study, and defenition of
term.
1.1 Background of the study
There
are four skills on language learning, they are listening, speaking, reading and
writing. Every student must have them, if they do not have it they will have
difficulty in following the language learning. Reading is one of important
aspect on language learning. Reading
is an activity of process of transferring or decoding from the written to oral
form (Harmer, 2010). Based on the
definitions above, it can be concluded that reading is a complex process of
thinking in assigning materials which involves most of the readers’
intellectual act, such us comprehension in order to get ideas or information
extended by the text.
Reading is very important thing for
everyone, especially for students. Because if we wants to get information about
something, we should be reading. Reading become a basic thing for students,
because if students get difficult in reading, they will have trouble in
learning process. As a result, directly affect for their result in the
classroom. They will get bad result for their test.
We have know that in Indonesian,
English is not as a national language, but only as a foreign language. So, most
of Indonesian students have a trouble in English. Based on Brian (2009) that
one of the fundamental problem in reading for Indonesian
students
is they cant not understand the English reading text. So, they have a trouble
to get information from the text.
Later on, the
student at the first year of SMA Negeri 1 Ladongi faced problem on reading
comprehension as they could not do well to understand the reading text. The
teacher had done to settle the problem by
asked the student to looked for the misunderstanding words in
dictionary. But it is still unsatisfied result, means that the student school
need another treatment to improve their ability on reading. Besides all those
problems above also come into the young learner of the first year at SMA Negeri
1 Ladongi, as consequences this school
sill needs more attention on development, likely the serious need on teaching
English technique, indeed technique of teaching reading.
Based on the problems above, the
reseacher using scanning technique as a problem solve. Scanning is techniques
that can help readers quickly gain information from a book, magazine, newspaper
or website without having to read every word. When used well, scanning can save
readers time and allow them to study more efficiently.
Scanning is very important reading
techniques. In short, Scanning is the technique for quickly finding
specific information in a text while ignoring its broader meaning, it searches
for keywords or ideas in a written text (Brown, 2010). When you
scan, you run your eyes over text or
information to pull out specific words, phrases, or data.
The
previous research have done by Surianty (2013), she concluting that scanning
and skimming technique can improve students reading comprehension in short
story. She get data in the first cycle the students score was 37,35 there no
one students got score greater than or aqual 60. This score incresed 69,41 in
the second cycle. There were 17 students of 16 students’ got score greater than
or equal 60.
But
in this research, the researcher only use scanning technique to
improve students’ reading comprehension. After it, the researcher not only want
to know whether scanning technique can
improve students’ reading comprehension
or not, but also the researcer want to know how many percent the
technique can improve students’ reading comprehension after using scanning
technique.
Based on the above statements, the researcher held a
research to know “does scanning theory improve students’ reading
comprehension?. Therefore, the researcher chooses the little dealing with the
technique used in the subject above is Teaching Reading using scanning to the first
year of SMA Negeri 1 Ladongi.
1.2 Problem of the study
The problem of this study is “How does
scanning theory improve students’ reading comprehension?”.
1.3 Scope of the study
To
focus his study in this research, the researcher limit his discussion in short
story in improving students’ reading comprehension through scanning technique
at the first year of SMA Negeri 1 Ladongi.
1.4 Object of the study
The objective of the study is to
describe data about improvement of students’ reading comprehension through
scanning technique at the first year of SMA Negeri 1 Ladongi.
1.5 The significace of the study
The result of the study is expected to be used
theoretically and practically:
1. Theoretical
a. The
result of this study is expected to be able to widen the skill of teachers in
using scanning technique in order to improve student’s reading comprehension.
b. As
a reference to other researchers who want to study scanning technique more
intensively in teaching reading.
2. Practical
a. The
result of this study is suggested to apply the scanning technique to improve
the student’s competence in English reading comprehension.
b. The
use of scanning technique in reading can make the students are more enjoyable
in doing their tasks associated with the reading materials.
1.6
Defenition of key terms
1)
Reading is a process where the students
greeting idea or information and they understand what is the author says and
from their understanding they are able to answer the question based on the text
it self (Indrayanti, 2010)
2)
Comprehension is at the heart of what it means to
really read by thinking and understanding and getting at the meaning behind a
text (Jeniffer Serravallo, 2009)
3)
Scanning
is type of speed-reading technique which is used when the reader wants to
located a particular piece of information without necessarily understanding the
rest of a text or passage and the reader can study the text in more the detail
(Richard and friends, 2010)
CHAPTER II
THE REVIEW OF RELATED LITERATURE
This
chapter contains the importance of learning to read, why learning to read is so
difficult, the reason of some learn to read easly, other do not, and the nature
of short story.
2.1 Defenition of reading
Teachers can facilitate the growth of word knowledge through
the explicit teaching of word patterns and word-solving strategies within the
context of a word-rich classroom. The goal of instruction in reading, spelling,
and vocabulary is to help students develop “word consciousness” and to become
independent word-solvers in all subject areas.
Cooper (2006) stated that Comprehension is
a process in which the reader may construct meaning by interacting with the
text. In reading comprehension, a reader should have knowledge about
understanding the reading passage. The common questions on the passages are
primarily about the main ideas, details, and an inference that can be drawn
from the passages.
According
to Singer (2005) reading
comprehension has been defined as an interpretation of written symbols, the
apprehending of meaning, the assimilation of ideas presented by the written,
and the process of thinking while deciphering symbols.
Further, reading comprehension is related closely
to the cognitive competence of the readers, because this will produce
comprehension.
Based on the statement
above, Reading comprehension is influenced
significantly by a student’s level of word knowledge, which includes vocabulary
and spelling skills, as well as the ability to decode words in print
2.2
Factors affecting reading comprehension
According to Winarti (2011) the
factors affecting of reading comprehension as follows:
2.2.1 Background Knowledge
Background
knowledge plays an essential role in reading comprehension. In an effort to
comprehend a text, students rely on their background knowledge to link what
they already know to the text they are reading. Background knowledge includes
both a reader’s real-world experiences and literary knowledge. Drawing
parallels between background knowledge and texts helps students become active
readers, improving their reading comprehension.
2.2.2Vocabulary
Whether or
not students have mastered vocabulary skills affects their reading comprehension.
Students must be able to comprehend a familiar word and its relationship with
other words within a text. Mastering vocabulary includes recognizing a word’s
part of speech, definition, useful context clues, and how it functions in a
sentence. These vocabulary strategies can help improve comprehension.
2.2.3 Fluency
Reading with
fluency allows students to retain information with accuracy, expression and
increased speed. The ability to read fluently develops through reading
practice. As students become fluent readers, they will spend less time trying
to decipher the meaning of words and more time considering the overall meaning
of the sentences. Over time, fluent readers will develop the ability to
insightfully respond to a text.
2.2.4 Active Reading
Beginning readers often rely on skilled readers to guide them through a
text. However, as readers develop, they will be able to monitor their own
reading comprehension. Students can actively guide their own reading by
targeting comprehension problems as they occur. Students can troubleshoot
comprehension problems by recalling what they read, asking themselves questions
or evaluating the text.
2.2.5 Critical Thinking
Students can
actively respond to a text more efficiently when they possess critical thinking
skills. As students read, they can determine the main idea and supporting
details, the sequence of events and the overall structure of the text. Students
will also be able to identify literary devices and their effect on the text.
Having critical thinking skills help to deepen a student’s comprehension of a
text, resulting in a positive reading experience.
2.3 Reading problems
Based on Anderson (1969) that one of
the fundamental problem in reading for Indonesian students is they cant not
understand the English reading text. So, they have a trouble to get information
from the text.
Anderson (1969) points out some
specific and method of improving reading comprehension, they are :
a. Determine the porpuse of reading.
Ask your self what you want to gain from reading the passage of selection.
b. Pay attention to words each subject
in the curriculum has it is own special vocabulary and the students’ success
will depend on some extend on their mastery of it. The students’ should look at
all words carefully.
c. Utilize context clues. The use of
surronding context can help the students’ derive the full meaning from a
passage.
d. Use the six WH question in all
reading. Comprehension is based on the questions who, where, what, when, why
and how.
e. Phrase reading not only reduces the
usual number of fixation per line, but also makes the meaning clearer.
f. Examine the structure paragraph.
g. Using
skimming and scanning technique on reading.
The
reseacher choose scanning technique as a problem solve, because scanning
technique help the students to lacate specific information. Reading using
scanningtechnique can help students to get information from the book and the
students can used the time efficiently.
2.4 Scanning Technique
Richard and
friends (2007) states that scanning is type of speed-reading technique which is
used when the reader wants to located a particular piece of information without
necessarily understanding the rest of a text or passage and the reader can
study the text in more the detail. According to Spencer as cited in Webster
revised unabridged dictionary (1998: Online) states that scanning is the type
of reading when reader wants to mount by steps to go through step by steps.
In scanning,
the reader wants to examine closely using a regular plan or fixed without
making a search for something looking at quickly without careful reading is
often looking for a particular thing (Quirk and friend) from “the American
Heritages Dictionary” of the English language (2006). We can find that scanning
is the type of reading when reader wants to exam closely to look over quickly
and systematically of left through hastily.
The Advantages of
Scanning:
There are some advantages of scanning building on Grellet (1981) in
Winarti (2011), there are as follow:
a.
Scanning help the students only try to locate specific information.
b.
Scanning help the students to follow the linearity of the passage.
c. Scanning help
the students to used the time efficiently.
Based
on the statement above, reading using scanning can help the students to get information
from the book and the students can used the time efficiently.
2.5 Teaching reading through
scanning technique
Richard and friends (2005) states
that scanning is type of speed-reading technique which is used when the reader
wants to located a particular piece of information without necessarily
understanding the rest of a text or passage and the reader can study the text
in more the detail.
According to
Spencer as cited in Webster revised unabridged dictionary (2006) states that
scanning is the type of reading when reader wants to mount by steps to go
through step by steps.
In scanning,
the reader wants to examine closely using a regular plan or fixed without
making a search for something looking at quickly without careful reading is
often looking for a particular thing (Quirk and friend 2005: Online) from “the
American Heritages Dictionary” of the English language (2006: Online). We can
find that scanning is the type of reading when reader wants to exam closely to
look over quickly and systematically of left through hastily.
CHAPTER
III
METHODOLOGY OF STUDY
This chapter, the writer will discuss the methodology
employed in this study, which consist of writer design, setting and subject of
the study, procedure of the study. In procedure of the study discusses the step
of the real action study namely the preliminary study, planning of the action,
the implementiing of the action, reflecting, and analysis.
3.1
Design of the study
The design of the study is collaborative Classroon Action
Research (CAR). This design is selected because the study intends to improve
the students’ comprehension in reading.
As
classroom action research, this study will follow the design of the classroom
action research that involves the stage of identifying the problems, planning,
acting, observing, and reflecting. In this sense, after the problems and the
characteristic were identified, the process of solving the problems, which
follow those steps, were then carried out. In the planning, preparation, are
made concerning the procedure of carrying out the practice (lesson plan) which
includes the material, the media, the schedule of practice, and the
observation. In general, the following diagram is employed.
3.2
Setting of study
This study will conduct at the first year of SMA Negeri 1
Ladongi who registered in academic year of 2014/2015. The writer choosed the
first year of SMA Negeri 1 Ladongi because the writer found that the student is
very poor on English especially in reading.
3.3
Subject of study
The subject of the study
is the first year of SMA N 1 Ladongi, specially on X.2 class. There are 32
students on the classrom, consist of 15 male and 17 female students.
3.4
Procedure of the study
The number meetings planned to be conducted in the first
cycle is each 4 meetings. These amounts of meetings are choosen, because it is
considered enough to make discussion and practice on the concerneed approach
and pattern of organization in writing. In this sense, the students’ ability in
reading comprehension by reading a short story can be improving to the already
set criteria. However, if this expectation cannot be fulfilled and shown
through the reflection another role was then being designed.
The
following was the general guidelines of the process (steps) that would be
implemented in the first cycle.
3.4.1
Planning
This part is discuss some important points such as:
3.4.1.1 Setting up the lesson plan
In
accordance with the purpose of the study, the general instructional objective
of the lesson plan was to enable the students read and answer the question
based on the short stories given.
3.4.1.2 Preparing the criteria for success
There are
some criteria use in this writer to measures the success of the process. First,
the students’ are actively involved during the teaching and learning process.
Second, the students become more understand to reading comprehension short
story. At last, for the product 80% students get score obtained 60 or more.
3.4.1.3 Preparing media
Before
implementing learning activity the researcher prepare the media and facilities are
needed to help students in studying of
reading comprehension in the classroom. The media and facilities are text book,
and dictionaries.
3.4.2 Implementing
The implementing is actually the
manifestation of what has been design in the lesson plan. The first cycle will
do in 4 meetings. Every meeting will conduct about 90 minutes. In this part,
the researcher will give explanation about reading, the important of reading,
and the reading problems for the students especially on reading short story.
After that, the researcher introduce about scanning
technique as a problem solving. In this section the researcher give explanation
and description about scanning technique. The researcher explain what the
advantages of using scanning technique
in reding short story. Then, The researcher explain how to use scanning
technique in reading short story and give example how it work.
After give example, the researcher give them a reading text
about short story and ask students to read it by using scanning technique.
After read it in some minutes, the researcher give them the reading test and
ask the students to do it base on the what they have read before.
3.4.3 Observing
Observing is the process of recording and collecting the
data about any aspects or events that is happening in teaching and learning
process.
3.7.1
Reflecting
The researcher do reflecting based on the implementing of
reading comprehension the short story, reflecting is important to evaluate the
effect of action that has been carry out, it is intent to see whether the
effect of the action success or not. There are two criteria that will to be
consulte process during implement the action and product during the teaching
and learning process.
The
researcher formulate the criteria of succes as follows:
1. Process
-
Student
are actively in teaching and learning process.
-
Students
can understand the form of the sort
story.
2. Product
-
80%
of the students obtained score 60 or more.
Based
on the criteria of succes, the process and product decide whether the cycle is
continued or not to the next cycle of
the action. In this case whether the procces success or not is based on the
result of the data analysis that is obtained from the observation sheet.
3.8
Instrument
The researcher prepare the
instrument such as observation sheet. The function of each instrument, the
researcher is comlpetlely describe about instrument as follows:
3.6.1.1 Observation sheet
There are two tipes of observation
sheet that will use by the researcher, they are as follow:
1. The observation sheet for students
which will be used to observer thestudents’ during the taching and learning
process.
2. The observation sheet on
instructional activities which is used to evaluate the instructional activities
done by the teacher during the implementation of the action.
3.6.2.1
Reading
test
Reading text assigment will use
by the researcher has purpose as
follows:
1. An instrument to measure students’
capability stage and development the have achieved by the student in teaching
and learning proces especially reading a short story.
2. An instrument to measures the
program that have succesful in teaching and learning process, the writer using
the test to know how far the program in teaching and learning process.
3.9
Technique of data collection
When collecting data in a research,
many technique are used by each researcher. The technique used in this research
is reading tests. The aim of using reading tests technique are to know whether
students were successful or not with their learning scanning technique
especially in learning Reading Comprehension by the students of SMA N 1
Ladongi.
There were several reading texts used
in this study, all texts are completed with exercises and test, this includes pre-test
and post-test.
Pre-test
was used to examine the students’ ability in reading comprehension. The result
of pre-test was used as a reference for conducting the research. Post test were
used to examine the effectiveness or the result of the action. In other words,
post-test was used in order to know the extent to which the technique can
improve the students’ reading comprehension.
To make this study more qualified, the researcher used five
reading texts here, where one text was used as pre-test, the other were used as
exercises and post test. On this study, the pre-test was applied to know the
students’ ability in reading comprehension before pre-questioning was applied
in teaching reading comprehension. Later, the researcher would use the result
of this pre-test as a reference in conducting the research.
Mean while the post–test was used to examine the
effectiveness of pre-questioning. It can also be said that the post-test were
used to know how far the pre-questioning was able improve the students’ ability
in reading comprehension.
3.7
Data analysis
During the observation process in each cycle the researcher
collect the data. After collecting the data, the writer analyze the data, the
result of collecting the data taken from the observation sheets and answering
sheet of the students knowledge about short story.
To determine the
students’ score, the researcher use the formula as follow:
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ashwin and kenneth moorman. 1997. Towards
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