improving the student's reading comprehension

i

IMPROVING THE STUDENT’S READING COMPREHENSION

THROUGH THE SCANNING TECHNIQUE AT SMPN 1 TANETE RIAJA

(A Pre-experimental research study in the eighth grade of SMPN 1 TANETE

RIAJA, BARRU)

A THESIS

Submitted to The Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial Fulfillment of the Requirement for the

Degree of Education in English Department

NURMASARI M

105351124616

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER AND

TRAINING EDUCATION MUHAMMADIYAH UNIVERSITY OF

MAKASSAR

2020

II

ii

IV

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : NURMASARI. M

NIM :105351124616

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi :Improving the Students’ Reading

Comprehension Through the Scanning

Technique at SMPN 1 TANETE RIAJA

Dengan ini menyatakan bahwaskripsi yang saya buat di depan Tim

penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan

dibuatkan oleh siapapun.

Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya

bersedia menerima sanksi apabila pernyataan ini tidak benar.

Makassar, 29 November 2020

Yang Membuat Pernyataan

NURMASARI. M

vi

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : NURMASARI. M

NIM : 105351124616

Jurusan : Pendidikan BahasaInggris

Judul Skripsi : Improving the Students’ Reading Comprehension

Through the Scanning Technique at SMPN 1

TANETE RIAJA

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya

skripsi saya, saya akan menyusun sendiri skripsi saya, tidak

dibuatkan olehsiapapun.

2. Dalam menyusun skripsi, saya akan selalu melakukan

konsultasi dengan pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam

menyusun skripsi ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera

pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi

sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 29 November 2020

Yang membuat perjanjian

NURMASARI. M

vii

ABSTRACT

NURMASARI. M. 2020. Thesis on "Improving Student Reading Comprehension

through Scanning Techniques at SMPN 1 TANETE RIAJA" (Pre-Experimental

Research Study Class VIII at SMPN 1 TANETE RIAJA BARRU) "supervised by

Dr. Muhammad Arief Paturusi, M .Pd. And Wildan Burhanuddin, S .Pd., M.Hum.

The aim of this research is to prove whether the scanning technique is used

effective to improve students' reading comprehension in identifying main idea

using narrative text. This is a pre-x-experimental design using 29 students as an

example. They are class VIII-1 from SMPN 1 TANTET RIAJA. This research

procedure consisted of pretest, treatment, and posttest.

The results of the analysis show that scanning techniques contributed

greatly to understanding students identifying main idea using narrative text. It can

be seen from the difference in the mean score between the pretest and posttest.

The mean pretest score was 68.27 while the mean posttest score increased to

84.48. The research data were analyzed using SPSS Program version 26. Then the

data from both tests were analyzed using the T-test, and the results showed bring

the T-test value of 7.594 is greater than the T-table value of 1.701. can be

concluded that The scanning technique is very effective to improve students'

reading comprehension in identifying main idea using narrative text.

Keywords: Improving, reading comprehension, identifying main idea, scanning

technique.

viii

ABSTRAK

NURMASARI. M. 2020. Skripsi tentang "Meningkatkan Pemahaman Membaca

Siswa Melalui Teknik Scanning di SMPN 1 TANETE RIAJA" (Studi Pra

Eksperimen Kelas VIII di SMPN 1 TANETE RIAJA BARRU) "dibimbing oleh

Dr. Muhammad Arief Paturusi, M .Pd. Dan Wildan Burhanuddin, S .Pd., M.Hum.

Tujuan dari penelitian ini adalah untuk membuktikan apakah teknik

pemindaian efektif untuk meningkatkan pemahaman bacaan siswa dalam

mengidentifikasi ide pokok dengan menggunakan teks naratif. Ini adalah desain

pra-x-eksperimental dengan menggunakan 29 siswa sebagai contoh. Mereka

adalah kelas VIII-1 dari SMPN 1 TANTET RIAJA. Prosedur penelitian ini terdiri

dari pretest, treatment, dan posttest.

Hasil analisis menunjukkan bahwa teknik pemindaian berkontribusi besar

dalam memahami ide pokok siswa dengan menggunakan teks naratif. Hal ini

terlihat dari perbedaan nilai rata-rata antara pretest dan posttest. Rata-rata skor

pretes adalah 68,27 sedangkan rata-rata skor posttest meningkat menjadi 84,48.

Data penelitian dianalisis menggunakan Program SPSS versi 26. Kemudian data

dari kedua pengujian tersebut dianalisis dengan menggunakan uji-t, dan hasilnya

menunjukkan nilai uji-t sebesar 7,594 lebih besar dari nilai t tabel 1,701. Dapat

disimpulkan bahwa teknik pemindaian sangat efektif untuk meningkatkan

pemahaman bacaan siswa dalam mengidentifikasi ide pokok dengan

menggunakan teks naratif.

Kata kunci: Meningkatkan, pemahaman bacaan, mengidentifikasi ide pokok,

teknik pemindaian.

ix

MOTTO

“IF YOU KNOW YOU CAN DO BETTER…

THEN DO BETTER”

“DON’T STRESS, DO YOUR BEST, FORGET THE REST”

I dedicated this thesis to my beloved perents

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ACKNOWLEADMENT

AlhamdulillahiRobbilAlamin, the researcher would like to express his

deepest gratitude to God Almighty, Allah SWT for providing guidance, grace, and

health, so as to finish writing this thesis with the title “Improving The Students'

Reading Comprehension Through Scanning Techniques at SMPN 1 TANETE

RIAJA” greetings and prayers addressed to the beloved messenger, Prophet

Muhammad SAW.

Researchers would like to express their deepest and deepest gratitude to

my parents, my father Mattaliu, and my mother Nurlela, as well as the whole

family for their prayers, motivation, finances, sacrifices, and support.The

researcher expressed his high appreciation and deepest gratitude to Mr. Dr. M.

ArifPatturusi, M.Pd and Wildan Burhanuddin, S.Pd.,M.Hum for the clarity of

perspective, professional expertise, and motivation which are very valuable in

completing this thesis.

Researchers realize that many parties have provided useful assistance and

suggestions for the completion of this thesis. Without their help, this thesis would

never have existed. Therefore, the author would like to express his deepest

appreciation and gratitude to all of them as follows:

1. Prof.D.H. Ambo Asse, M.Ag, Rector of the University of Muhammadiyah

Makassar.

xii

2. Erwin Akib, M.Pd., Ph.D., Dean of the Faculty of Teacher Training and

Education.

3. UmmiKhaeratiSyam, S., Pd., M.Pd., Head of the Department of English

Education, FKIP UNISMUH Makassar.

4. A big thank you to all English Department lecturers for their fluency

during their studies

5. H. Darwin, S,Pd.,M.Pd.,Principal of SMPN 1 TANETE RIAJA.

6. Thank you very much to all English teachers at SMPN 1 TANETE RIAJA

for their fluency during the research.

7. Thanks to all my dear classmates, "Glowing" class for all your help,

kindness and support while studying. You are all cheerful friends.

8. Thanks to my beloved friends AchmadMudatsir, Vicky Ananda Burky, Sri

Ramadani Askari and DwiHandayani Lukman who always provide

motivation, support, countless assistance, new experiences and hospitality.

9. For all those who have provided assistance in writing this thesis that the

authors cannot mention one by one, may Allah SWT bless us now and

forever.

Makassar, October 2020

The researcher

NURMASARI M

xiii

LIST OF CONTENTS

TITLE OF PAGE ........................................................................................... i

LEMBAR PENGESAHAN ........................................................................... ii

APPROVAL SHEET ..................................................................................... ii

COUNSELING SHEET I .............................................................................. iii

COUNSELING SHEET II ............................................................................ iv

SURAT PERNYATAAN ............................................................................... v

SURAT PERJANJIAN .................................................................................. vi

ABSTRACT .................................................................................................... vii

ABSTRAK ...................................................................................................... viii

MOTTO .......................................................................................................... ix

ACNOWLEATENT ....................................................................................... x

LIST OF CONTENTS ................................................................................... xii

LIST OF TABLES ......................................................................................... xiv

LIST OFFIGURES ........................................................................................ xv

LIST OF APPENDICES ............................................................................... xvi

CHAPTER I: INTRODUCTION

A. Background .......................................................................................... 1

B. Problems Statement .............................................................................. 4

C. Objectives of the Research ................................................................... 4

D. Significance of the Research ................................................................ 4

E. Scope of the Research .......................................................................... 5

CHAPTER II: REVIEW OF LITERATURE

A. Previous Research Findings ................................................................. 6

B. Some Pertinent Ideas ............................................................................ 9

C. Conceptual Framework ........................................................................ 21

D. Hypothesis ............................................................................................ 21

CHAPTER III: RESEARCH METHOD

A. Design of the Research......................................................................... 22

B. Population and Sample ......................................................................... 22

C. Variable of the Research ...................................................................... 23

D. Instrument of the Research................................................................... 23

E. Procedure of Data Collection ............................................................... 24

F. Technique of Data Analysis ................................................................. 26

CHAPTER IV: FINDINGS AND DISCUSSION

A. Findings ................................................................................................ 29

B. Discussion ........................................................................................... 35

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions .......................................................................................... 38

B. Suggestions .......................................................................................... 39

BIBLIOGRAFI ............................................................................................... 40

APPENDICES ................................................................................................ 44

CURRICULUM VITAE ................................................................................ 89

xiv

LIST OF TABLES

Table 3.1. The Formula of One Group Pretest-Posttest Design ....................... 22

Table3.2. Table Score ...................................................................................... 26

Table 3.3 Hypothesis Testing ........................................................................... 27

Table 4.1. The row scores students’ Reading skill on pre-test and post-test. .. 29

Table 4.2. Classification and frequency of students pretest- posttest score ..... 31

Table 4.3. Pretest Learning Outcomes at SMPN 1 TANETE RIAJA ............. 33

Table 4.4. Paired Samples Test ........................................................................ 34

xv

xvi

LIST OF FIGURES

Figure 2.1 Conceptual Framework.............................................................. ..... 21

Figure 4.1 chart of pre-test and post-test .......................................................... 32

xvii

LIST OF APPENDICES

APPENDICES A ............................................................................................ 45

APPENDICES B ............................................................................................ 64

APPENDICES C ............................................................................................ 73

APPENDICES D ............................................................................................ 75

APPENDICES E ............................................................................................ 81

APPENDICES F ............................................................................................. 83

Xviii

CHAPTER I

INTRODUCTION

A. Background

In the era of globalization, English is very important to our lives, so

every country is trying to teach this language. In Indonesia, English is a

foreign language. Foreign language learning is a process where students must

learn four basic skills, namely listening, speaking, reading and writing. We

use it to understand our world through the mastery of those skills to

communicate between fellow nations, it requires desire through speaking and

writing. By having more knowledge about language skills, in this case we

have a greater chance to understand and be understood, besides that we get

what we want and need from the people around us.

Based on the four skills above, reading skills play a very important

role in the field of education, where students need to be given more training in

order to have good reading skills. Reading is useful in language acquisition.

As long as students can understand what they read, the more they read, the

better they get it, Harmer (2007: 99)

Reading is something that requires one's language skills to be able to

read and understand the contents of the reading or written text. Reading

comprehension is a process of interpreting the text but the aim is to understand

the meaning of the entire reading text not for every word or sentence (Wolley,

2011: 15). (Okhill, 2015: 1) states that reading comprehension is a complex

2

process, requiring orchestration of many different cognitive skills and abilities.

Based on this opinion, the researchers concluded that reading comprehension

is a complex process of understanding the use of our previous knowledge and

relating it to text information.

Students (especially Junior High Schools) do not understand the proper

reading techniques when applying in various types of texts when they interact.

During the reading process, they only apply the same technique to all types of

reading texts. hence, they do not fully understand the main idea of the reading

text. then the goals and objectives of their reading are not achieved. Junior

high school students still have difficulty getting information in the text, both

main ideas and specific information. For example, students must identify

specific information in text quickly and precisely; they always read the whole

word for word. This is ineffective and inefficient because they do not know

and do not apply the proper techniques for this purpose. All they have to do is

adapt their reading technique to the type of text they are going to read. In

addition, to be an efficient and effective reader, students must realize that

different texts require different techniques.

It is very commonly known that one of the techniques in reading is the

scanning technique. These techniques are needed not only to overcome student

difficulties but also to be effective in improving students' reading

comprehension. Scanning techniques can quickly search for certain pieces of

information in text Grellet (1981). Scanning is a technique to find certain

information quickly in a text while ignoring its broader meaning, it looks for

3

keywords or main ideas in written text (Brown, 2001: 308). The scanning

technique is expected to be able to help students find out certain information

(for example name, time, and place) in the text without having to read the

entire text quickly.

Based on the above statement, reading with scanning techniques can

indeed help students to get information from books and students can also use

time efficiently. Teaching reading through scanning techniques according to

Brown in Simanjuntak (1987) recommended topic motivation is the key to

success in learning. Motivation is usually understood as an inner impulse,

impulse, emotion, or desire that moves a person to certain actions. One way to

motivate students to read is by applying appropriate and good techniques in

teaching reading. In line with this study, researchers made use of scanning

techniques in improving students' reading skills and making it easier for

students. From the problems that have been investigated by the previous

study, the researcher tried to apply scanning technique in reading as a

technique for the Junior High School students. This technique helps student

locate information.

SMPN 1 TANETE RIAJA was chosen as the population in this study.

In this case, the researcher proposes that one possible technique be considered

to be applied in various types of reading texts for junior high school students.

The scanning technique as a reading technique is useful for identifying

specific information in various types of text and makes it easier for junior high

4

school students. Thus, students can apply the scanning technique in their

reading text appropriately.

B. Problem Statement

Considering the background presented above, the formulation of the

research can be cited as follows:

How does the difference between of students’ reading

comprehension in terms of main idea before and after taught

through scanning technique at SMPN 1 TANETE RIAJA?

C. Objectives of The Research

Based on the research problem, the study is intended to:

To find out the difference students’ reading comprehension in terms

of main idea before and after taught through scanning technique at

SMPN 1 TANETE RIAJA.

D. Significance of the Research

Hopefully, the findings of the research were expected to be beneficial

result the following points:

1. Theoretically, the result of this research is expected to confirm the

previous theories of teaching reading by using Scanning technique.

2. Practically, the result of this research is expected to give information to

the English teacher about technique in teaching, especially by using

scanning technique. Besides, it also explains about the influence of

scanning technique to improve students’ reading comprehension.

5

E. Scope of The Research

The researcher limited this research about using scanning

technique and reading comprehension. For reading comprehension limited

on identifying main idea aspect, because this aspect supports the research

for scanning technique.

6

CHAPTER II

REVIEW OF LITERATURE

A. Previous Research Findings

The analysis of increase in student readings through scanning

techniques has been conducted previously by some researchers. The

related researchers are the following:

First, research conducted by Indriani (2016) on Improving Student

Reading Comprehension through Scanning Techniques in Class II Smpn

21 Bandar Lampung. Research results Mastery of reading skills is

important for all circles, especially junior high school students. Reading is

a language skill that learners usually find the most difficult. They feel

pressured to understand every word because they lack vocabulary. This

automatically affects their ability to make conclusions, find detailed

information and find main ideas. Teachers have an important role in

selecting appropriate methods and techniques in attracting students to

improve these skills. This study aims to determine whether there is a

significant difference in students' reading comprehension before and after

being taught through scanning techniques and to investigate which aspects

of macro skills learning reading comprehension significantly increase

when scanning techniques are applied in reading learning. The research

6

7

sample was one class of SMPN 21 Bandar Lampung which consisted of 29

students as the experimental class, which were selected using simple

random sampling. The reading test was used in this study.

Second, a research conducted by Rani, Lasmana, and DetiKurnia

(2018) The Analysis of Skimming and Scanning Technique to Improve

Students in Teaching Reading Comprehension. This research deals with

The Analysis of Skimming and Scanning Technique to Improve Students

Teaching Reading Comprehension. This research explores the

implementation of Skimming and Scanning in reading comprehension and

to find out the advantages and disadvantages of skimming and scanning

used in learning process. The objective of this research is to find out the

effectiveness of skimming and scanning strategy in improving students

reading comprehension. Data collection technique focus on participant

observation, interviews, and documentation. Skimming and Scanning is

the appropriate technique to find the main idea, key word and content of

the text without read the whole of the text.

Third, research by Fatimah (2011) on Improving Students' Reading

Comprehension through Scanning and Skimming Techniques at SMP

Muhammadiyah 3 Metro. This study aims to determine whether scanning

and skimming techniques can significantly improve students' reading

comprehension, teacher performance and student activities in the learning

process during the teaching and learning process in class XI SMP

Muhammadiyah 3 Metro. To see teacher performance and student

8

activities, data collection methods use observation sheets. Meanwhile,

student test scores are used to determine students' understanding in reading

(learning products). This research was conducted at SMP Muhammadiyah

3 Metro. The subjects of this study were students of class IX in the

2011/2012 academic year. In this study, researchers conducted classroom

action research (PTK) which was carried out in two cycles.

Fourth, research conducted by Indrawan (2015) on the Application

of Speed-Reading Techniques to Improve Reading Comprehension of

Class X Students of MA Nu Miftahul Falah Cendono Kudus for the

2014/2015 academic year. The results showed that there was a significant

difference between the reading comprehension of class X 7 students of

MA NU Miftahul Falah Cendono Kudus in the academic year 2014/2015

before and after being taught using the Speed-Reading Technique. based

on the facts above, the authors provide suggestions for those involved in

the teaching and learning process of English. Teachers must be creative in

choosing the right reading techniques, methods or strategies in learning to

read, so that students are happier in learning and are expected to build

students' reading habits at a fast and precise speed.

Fifth, research conducted by Sasmita (2019) Improved Student

Reading Comprehension through Speed Reading Techniques at SMA

Negeri 8 Selayar. This study aims to determine whether the use of speed-

reading techniques can improve students 'literal reading comprehension in

terms of identifying main ideas in SMA 8 Selayar and to find out whether

9

the use of speed-reading techniques can improve students' interpretive

reading comprehension. The conclusion at SMA 8 Selayar is that the use

of these techniques has changed and the teaching and learning process.

The research design used was Classroom Action Research (PTK). The

study population was the eleventh-grade students of SMA 8 Selayar. The

research sample consisted of 15 students of class XI B SMA 8 Selayar.

Researchers used purposive sampling technique to take this research

sample. The results showed that the use of speed reading could improve

students' literal reading comprehension in terms of main ideas.

Based on the diversity of previous studies, this study discusses

similar research objects from several previous studies, namely using

scanning techniques. In addition to the similarity of topics, there are

differences between this study and previous research suggested by several

researchers, which includes detailed aspects of reading comprehension.

And the teaching materials will be integrated using the scanning technique

at SMPN 1 TANETE RIAJA and this research will also be used as a pre-

experimental research in conducting this research.

B. Some Pertinent Ideas

1. Concept of Reading

a. Definition of Reading

Reading is very useful in human life because by reading the reader

will know and understand the information provided by the author. In

other words, reading is not as easy as people generally think because it

10

not only requires reading a series of sentences but also requires the

reader to understand the content of the reading text.

According to Brown (2007), reading is a process of negotiating

meaning. In this case, the readers take their initial thoughts to the

bottom of the reading process until they finally reach their reading

understanding of the meaning of the text

According to Hill (2000:65) has stated that reading what the reader

does to get the meaning students need from textual sources and reading

as the process of acquiring and author’s meaning and interpreting,

evaluating, and effecting upon meanings.

Furthermore, Walberg in Wahyuni (2014:20) says that learning to

read is an important educational goal for both children and adults. It

enables us to gain new knowledge, enjoy literature, and do everyday

things that are part and parcel of modern life, such as, reading the

newspaper, instructional manuals, and maps.

From this point of view, it can be concluded that reading is an

active thinking process where the reader try to gain information given

by the author and understanding what actually the purpose of the

author.

b. Reading and Identity

Meanwhile, reading is a new meaning through the manipulation of

concepts that readers already have with the resulting meanings. After

the reader reads the text he will try to get the meaning word for word

11

and sentence by sentence then he interprets it based on the results of

what he has read "reading is the process of constructing meaning

through interactions including: reader's knowledge, information

suggested by the text being read, and the context of the reading

situation ”. This means that reading is a process of reconstructing the

meaning of written language

c. Reading Skill

Reading skills are acquired in a relatively predictable way by

children with above average language skills having experiences in

childhood that foster motivation and provide the literacy used,

obtaining information about the nature of print through opportunities

to learn letters and recognize structures spoken words, as well as an

explanation of the different characteristics of spoken and written

language and attending schools that provide effective reading teaching

and opportunities to practice reading.

Reading skill is an individual’s standing on some reading

assessment. Skilled are those who score above some standard on the

assessment; readers of low skill are those who score below some

standard. Teaching approaches which reinforce the activity of reading

and which active the reader in different ways may be appropriate

approaches. Reading in language classrooms is an activity which is

interactive and mostly it is directed by teachers. They use different

techniques to make reading activity much meaningful.

12

Reading skill is the ability to relate the textual material to one’s

own knowledge by comprehending the text (Fauziati, 2002:138). The

purpose or reading activity is language ides. In reading, the process of

thinking is very regent and vital, because the sentences they read.

Instead, in the same time their minds work to get the message.

Reading involves a variety of skills to construct meaning from a

text. The main ones are: (1) recognizing the script of a language (2)

deducing the meaning and use of unfamiliar lexical item, (3)

understanding explicitly stated information. (4) Understanding

information when not explicitly stated. (5) Understanding conceptual

meaning. (6) Understanding the communicative value (function) of

sentences and utterances, (7) Understanding relation between parts of a

text trough grammatical cohesion devices, (9) identifying the main

point/ idea or important information in a piece of discourse, (10)

distinguishing the main idea from supporting details, (11) basic

references skills. (12) skimming, (13) scanning to locate specifying

required information. (Grellet, 1999:4-5).

2. Definition of Reading Comprehension

According to Indriani (2016) reading comprehension is defined

as the level of understanding of a text. This understanding stems from

the interactions between the written word and how we can trigger

knowledge outside the text. According to Lehr (2013), reading

comprehension is a process of extracting and constructing meaning

13

simultaneously through interaction and involvement with written

language. That is, reading comprehension is an active process, being

able to read various materials and being able to understand them

(Fitriani, 2015; Samad, Jannah, Fitriani, 2017).

In reading, there must be a process so-called comprehending; it

is the aim of reading that learners should acquire the comprehension of

what they read. This kind of reading is called reading comprehension.

There are some definitions of reading comprehension. One of them

comes from Woolley (2011: 5), stating that reading comprehension are

the process of making meaning from text. The other definition is stated

by Snow (2002). She explains that reading comprehension is a process

where a reader concurrently extracts and constructs meaning through

interaction and involvement with written language.

According to Renandya (2002) reading for comprehension is

the primary purpose for reading (thought this is sometimes overlooked

when students are asked to read overly difficult text awareness of main

ideas in a text and exploring the organization of a text are essential for

good comprehension. In the other word, reading comprehension is the

primarily purpose for reading to raise student’s awareness of main

ideas in a text

Nunan (2006: 71) states that reading comprehension refers to

reading for meaning, understanding, and entertainment. In the other

word, reading comprehension is reading the text to get the meaning

14

and understanding of the text. Comprehension is an important aspect

of reading. Reading comprehension is basically the essence of the

reading process. Snow (2014) has said that reading is a process of

simultaneously extracting and constructing meaning through

interaction and involvement with written language that consists of

three elements: the reader, the text, and the activity or purpose of

reading.

Anastasiou and Griva (2009:283) define reading

comprehension as a complex cognitive ability which requires the

capacity in integrating text information with the prior knowledge of the

reader and resulting in the elaboration of a mental representation.

In conclusion, understanding is the essence of reading.

Comprehension involves prior knowledge, knowledge of text structure,

and active search for information. This means that reading

comprehension is the search for meaning, actively using the reader's

knowledge of vocabulary, including knowledge of collocations and

idioms with the text being studied to understand every new thing the

reader reads.

3. Aspects of Reading

According to Mahfoodh (2007), there are five aspects in reading

comprehension, they are:

a. Identifying Main Idea

15

Basically, main idea refers to important information that tells

more about the overall idea of a paragraph or section of a text.

Segretto (2002) states that main idea of the reading selection is

what the passage is mostly about. Main idea is the most important

part of the text because it tells about what is the text tells about.

The sentence that states the main idea is called topic sentence or

topic statement and it can be located in the beginning, in the

middle or in 17 the end of the paragraph. The main idea is usually

a sentence, and it is usually the first sentence.

The author’s message, idea, point, concept, or meaning he or

she wants to portray to the reader is what is known as the main idea

of the passage. It may also be referred to as the controlling idea,

central idea. We, as the reader, must understand the importance in

grasping the main idea the author portrays.

The main idea is commonly found in the beginning and is

followed by supporting sentences. Very often the writer begins

with supporting evidence and places the main idea in the last

sentence. Sometimes the writer uses a few sentences to introduce

the topic, places the main idea in the middle and follows it with

supporting sentences. So, the main idea may be stated at the

beginning, middle, or end. The main idea of a passage falls into

two types.

16

The two types of main idea are stated main idea and implied

idea. A stated main idea is openly expressed in a sentence or two.

They are usually, but not necessarily, located in the first or last

sentence. Implied main idea cannot be immediately pointed out by

skimming the passage. It is derived from various places in the text.

According Davenport (2007: 61) as quoted by Dewi (2013),

states that common types of question found in reading

comprehension include: 1. Identifying main idea, main point,

author purpose or an alternate title for the passage, 2. Recognizing

the tone of the passage or identifying the style, 3. Comprehending

information directly stated in the passage (finding supporting

detail), 4. Answer relational question about the author’s opinion,

even if not stated directly, 5. Recognizing the structural

methodology employed to develop the passage, for example

sequence, vocabulary, and represent pronoun (reference), and 6.

Extending limited information given by the author to a logical

conclusion using inference (inference meaning). From the types of

question found in reading comprehension, identifying main idea is

focused on the objective in this research.

Main idea refers to the essence of the paragraph, or rather what

the author is trying to get across to the reader. In the other words,

the main idea may important that the author develops throughout

the paragraph. The function of the entire paragraph is to explain,

17

develop, and support the main idea. The main idea of paragraph

tells us what the author wants to know about the topic. The writer

in one or more sentences within the paragraph usually directly

states the main idea. Once the people can find the topic, they are

ready to find the main idea.

b. Identifying details

Whother (1986) states that supporting sentence or Identifying

details develops the topic sentence by giving definition, examples,

facts, an incident, comparison, analogy, cause and effect statistics

and quotation. On other hand, readers should be concerned on

Identifying details of reading text because it is very useful when

knowing exactly what the reader looking for in a text. Since they

have a very specific goal in mind, when they read, they only read

the relevant parts and ignore the irrelevant. For example, the

question of the text is about asking the year, place, time, etc.

Then, the reader only reads some sentences that related to the

question in order to find the specific information.

c. Making Inference

Ordinarily, inference is about guessing something from the

information which have we read or know. Graesser,(2001) states

inference is the output of the interaction between the readers

knowledge and the information in the text. One of comprehension

strategies to make a conclusion about what is not directly stated in

18

the text based on clues. Sometimes information is not given

directly. According to Carnine, (1997), the implicit or inferential

questions is appropriate for all grades if because they have been

taught to think independently.

d. Determining Reference

Naturally, reference is a relation between objects in which one

object designates, or acts as a means by which to connect to or

link to another object. According to Reimer in (2009) reference is

a relation that obtains between expressions and what speakers use

expressions to talk about. References are words or phrase used

either before or after the reference in the reading material. They

are used to avoid unnecessary repletion of words or phrases. It

means that, such words are used, they are signals to the reader

find the meaning elsewhere in the text.

e. Understanding Vocabulary

As a matter of fact, vocabulary is all the words which exist in

a particular language or subject. Harmer (2004) states that the

ability to determine the meaning of vocabulary items from context

is one of the most important aspects of successful reading.

Concerning with those statements indeed vocabulary is basic for

everyone who wants to develop or to produce utterances for

reading. If they cannot understand the meaning of words in the

text, so they will not catch the information of that text.

19

4. Concept Scanning Technique

a. Definition of scanning technique

Teacher gives times to students to find out the specific

information in the text quickly without reading the whole text. In

brief, by using scanning technique in reading process can make the

readers become flexible in reading a text. Good readers are active

readers who must be active in identifying the information they

want in the text without reading the whole text. It is supported by

previous research finding by Rachmania (2013), it was found that

teaching reading by using scanning technique can increase

students’ reading achievement at the first grade of Senior High

School. Scanning text to locate specific information. The ability to

find out this information by reading line by line in reading text.

The ability locates the specific information you are looking for.

In other side, Macleod (2005: 3) 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.

Ways (2014: 3) stated that scanning is a technique to trigger

and extract key information and ideas such as names, numbers,

specific facts. Casey (2003: 2), says that scanning is a device used

to locate details-specific question that may be asked at the end of

20

the assignment, it is very useful for students to find specific.

Winarti (2011), there are as follow: Scanning help the students

only try to locate specific information, Scanning help the students

to follow the linearity of the passage, and Scanning help the

students to use the time efficiently.

Information to get answers from the questions in the

assignment or exam, and minimize their time to answer the

questions in the text. Brown (1994) saysthe purpose of scanning is

to extract certain specific information without reading through the

whole text. It is necessary for students to become aware of the

purpose and goals for reading a certain piece of written materials.

b. The advantages of Scanning

There are some advantages scanning building onWinarti (2010:15),

there are as follow:

1. Scanning help the students only try to locate specific

information.

2. Scanning help the students to follow the linearity of the

passage.

3. Scanning help the students to use 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.

21

C. Conceptual Frameworks

Figure 2.1 Conceptual Framework

The conceptual framework above described the research was

conducted by the researcher. First the researcher asked the students to read

in front of class. Second while they reading the researcher used scanning

technique. Then pay attention to how students were reading used the

technique. Finally, the researcher analysed the result of the student reading

process used scanning technique

D. Hypothesis

Based on the previous literature that has been explained, the

researcher used Alternative Hypothesis (H1). It means that there was

significant difference of the students’ reading comprehension before and

after trained through small group work.

INPUT

Student Reading In The Classroom

PROCESS

Using Scanning Technique

OUTPUT

Analyzis The Student Scanning Technique

22

CHAPTER III

RESEARCH METHOD

A. Design of the research

This research used pre-experimental research. Researcher used a

One-group pretest-posttest design. The one group pretest-posttest design

involved one group, namely pre-test (O), gave treatment (X), and post-test

(O) (Gay L.R, et al. 2006). The research design is as follows:

Table 3.1. The Formula of One Group Pre-test Post-test Design

Where:

O1: Pre-test

pre-test is the test gave to the students before they treat.

X: Treatment

For treatment, students are taught reading comprehension by using

scanning techniques.

O2: Post-test

post-test the test after treatment to the students, the researcher gave a

similar test as gave in the pre-test.

O1 X O2

23

B. Population and Sample

1. Population

The population in this study were students of class VIII SMPN 1

TANETE RIAJA in the academic year 2020/2021. There are five

classes. They are VIII.1, VIII.2, VIII.3, VIII.4, and VIII.5. Each class

consists of 29 students, meaning the total population is 145 students.

This population selection is due to the purpose of this study. Reading-

based learning to see how different students' reading abilities before and

after were taught through scanning techniques for grade VIII students of

SMPN 1 TANETE RIAJA.

2. Sample

The sample of this study is one class from class VIII SMPN 1

TANETE RIAJA. They are students of class V1II.1 in the 2020/2021

school year.

C. Variable of the Research

1. Independent Variable

The independent variable is a variable that is stated to cause

multiple results. In this study, the independent variable is the use of

scanning technique

2.Dependent Variable

24

The dependent variable is the result of the independent

variable; that's the effect. Observers of the dependent variable in this

study were students to improve reading comprehension.

D. Instrument of the Research.

The instrument is a tool for collecting data and has a very

significant role in collecting reading comprehension data. The instrument

that the researchers used in this study was a test. The test is formed in two

parts. They are the initial test and the final test. In this study, researchers

were use two tests, namely pre-test and post-test. The pre-test was be

given at the beginning and the post-test was be given.

A. Pre-test

Pre-tests was be given at the beginning of the trial. This test is

intended to determine the basic abilities or competencies and initial

student scores related to reading comprehension in using scanning

technique. The researcher was use multiple choice questions in the pre-

test. In this section, researcher was providing several topics about

reading.

B. Post-test

A post-test was be conducted at the end of the experiment. The

aim is to find out whether the experiment is affecting the participants.

Post-test measures students' reading skill for reading comprehension.

25

This was be given after the experiment is carried out. And the

materials are same with the pretest but have a different result.

E. Procedure of Data Collection

Before giving treatment, the researcher gives a pretest, the

researcher gives a test about some in scanning text

Test

a. Pre-test

Before giving the treatment, the researcher gave pretest, the

researcher gave test about some of reading text.

b. Treatment

The researcher teaches scanning text to the experimental

class by using some reading texts, the researchers' treatment is

described as follows:

1. Research researchers provide readings in the form of English texts.

2. Researchers provide reading English texts using scanning

techniques.

3. Students read English text using scanning techniques.

4. After that, researchers examine the topics that have been read by

students in the use of scanning techniques. Researchers ask

students to convey information that has been read. The researcher

repeated this activity for some time and made sure students

26

understood enough about the reading given through the use of


Based on the technique scanning procedure, the researcher

concludes that some of the steps used in the scanning technique

are. The procedure using the scanning technique was carried out in

eight meetings consisting of one pre-test, six treatments and one

post-test so students could practice it at home to improve their

reading comprehension skills. The experimental group of students

in this study demonstrated explicitly using scanning techniques,

which they could try to achieve reading comprehension.

c. Post-test

After giving treatment, the researchers gave a post-test, the

contents of the post-test the same as the pre-test. The purpose of the

post-test is to find out the treatment results.

F. Technique of Data Analysis

This research used quantitative analysis by using SPSS application.

The aimed of using SPSS application is to know if there any significant

from pretest posttest.The researcher used the formula as follows:

1. Scoring the students’ correct answer pre-test and post-test.

Students’ Score = The number of student’s correct answer x 100

Total number of items

27

(Gay, 2012)

2. Classifying the score of the students’ using the following scale:

Table3.2. Table Score

Score 91-100 Very Good

Score 76-90 Good

Score 61-75 Fairly

Score 51-60 Poor

Score less than 50 Very Poor

(Depdikbud, 2006)

3. Compu1ting the frequency and the rule percentage of the

students ‘score:

P=𝐹

𝑁 x 100

Where:

P = Percentage

F= Frequency

N = The total number of students

(Gay, 2012)

4. The criteria for the hypothesis testing are as follows:

Table 3.3 Hypothesis Testing

Comparison Hypothesis

H0 H1

28

t-test<t-table Accepted Rejected

t-test>t-table Rejected Accepted

The table above means (1) the t-test value is smaller than the t-

table value, the null hypothesis is accepted, while the alternative

hypothesis is rejected, and (2) the t-test value is equal to greater

than the t-table value -table values table, the null hypothesis is

rejected while alternatives are accepted

29

BAB IV

FINDINGS AND DISCUSSION

A. Finding of the Research

1. The Description of Data

In this chapter, the researcher presents an overview of the data results. The

data used in this research is quantitative. Quantitative data were taken from

tests consisting of pre-test and post-test. The pre-test was given before

being given treatment to students and the post-test was given at the last

meeting. The results of student scores can be seen in the following table.

a. The Students’ Scores in The Pre-Test and Post-Test.

NO. STUDENTS

NAME

SCORE IN

PRE-TEST

SCORE IN

POST-TEST

1. A 73 73

2. I 60 80

3. MIS 60 90

4. ARR 80 94

5. NA 60 94

6. AAA 67 87

7. SR 67 73

8. MA 73 87

9. AA 73 94

10. EM 50 87

11. SNA 73 60

12. AJ 73 87

30

13. AN 87 94

14. AM 73 94

15. RA 60 80

16. RS 67 94

17. PN 60 87

18. NA 73 87

19. ACP 70 73

20. AP 73 87

21. IDAP 60 73

22. ASA 60 94

23. R 87 87

24. ADI 60 94

25. IH 67 73

26. EDAP 87 94

27. MKF 60 73

28. M 60 87

29. ZA 67 87

Total X 1,980 2,464

Mean X 68,27 84,48

Table 4.1. The row scores students’ Reading skill on pre-test and post-test.

Based on the table of the number of students 29 students. The total

pre-test scores were 1,980 and the post-test scores were 2,464. From the

table above, the mean of the pre-test was 68,27and the mean of the post-

test was 84,48.

b. The classification and frequency of pre-test and post-test

No Categories Pre-test Post-test

Freq % Freq %

31

1. Very good 0 0% 8 27%

2. Good 4 13% 14 48%

3. Fairly 12 41% 6 20%

5. Poor 12 41% 1 5%

6. Very poor 1 5% 0 0%

Total 29 100% 29 100%

Table 4.2. Classification and frequency of students pretest- posttest

score

in table 4.2 the categories, frequency, and percentage of students'

Reding test scores where there is a difference between the pre-test and

post-test. In pre-test, nearly half of the total students scored in the fairly

and poor categories with the same percentage, namely 41% of 12 students

and very poor 1 student (5%). In addition, there are some students who are

in the good category with a percentage of 31% and there are no students

who are in the very good category. While the post test showed an increase

in student scores in the very good category as many as 8 students (27%),

good 14 students (48%), fairly 6 students (20%) only 1 student was in the

poor category with percentage (5%) and no. there are others who get very

poor. This increase can be seen more clearly in the following graph.

32

Figure 4.1chart of pre-test and post-test

Based on figure d above, it can be seen that there is a significant

difference between the frequency of student rates on the pre-test and post-

test. In the pre-test, there were still many students in the fairly, poor, and very

poor categories. The increase in the posttest is the reduction of students in the

fairly and poor categories and no more students who get very poor and the

frequency scores of increasing student scores are very good and good,

although there are still some students in the fairly category.

c. The total scores of the student’s Reading test by using SPSS

From the table 2, it can be seen that the learning outcomes the second

grade of the students at SMPN 1 TANETE RIAJA are seen from the total

pre-test and post-test scores. After that it was entered into the SPSS

application. In this case, to find out the results Improvement the students

reading using scanning technique. Student learning outcomes can be seen

from the following table:

0

8

12

6

12

110

Pre-test Post-test

Very Good Good Fair Poor Very Poor

33

Paired Sample Statistic

Mean N Std. Deviation Std. Error Mean

Pair 1 Pretest 68.2759 29 9.25394 1.71841

Posstest 84.4828 29 9.00246 1.67172

Table 4.3. Pretest Learning Outcomes at SMPN 1 TANETE RIAJA

In the table above, you can see a summary of the results of descriptive

statistics from the two samples studied, namely the pretest and posttest

values. For the pretest value obtained an average of learning outcomes or a

mean of 68.27. Whereas for the posttest score, the average value of learning

outcomes was 84.48. The number of respondents or students used as

theresearch sample was 29 students. For the value of std. Deviation (standard

deviation) at pretest was 9.25394 and posttest was 9.00246. Finally, the value

of std. The mean error for pre-test is 1.71841and for post-test is 1.67172.

Because the average value of learning outcomes at pretest 68.27

<posttest 84.48, it means that descriptively there is a difference in the average

pretest and posttest learning outcomes. Furthermore, to prove whether this

difference is real (significant) or not, we need to interpret the paired simple t

test results found in the paired sample test output table.

34

2. Hypothesis testing

Paired Samples Test

Paired Differences

T df

Sig. (2-

tailed) Mean

Std.

Deviatio

n

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

Pretest -

Posstest

-

16.20

690

11.4934

1

2.13427 -

20.5787

6

-

11.8350

4

-

7.594

28 .000

Table 4.4. Paired Samples Test

In testing this hypothesis, the most important output, because in this

section we will find answers to what questions in the above case, namely about

How does the difference between of students’ reading comprehension before and

after taught through scanning technique at SMPN 1 TANETE RIAJA?As we

know that the value is Sig. (2-Tailed) <0.05 then Ho is rejected and Ha is accepted

and vice versa if the value is Sig. (2-Tailed)> 0.05 then Ho is accepted and Ha is

rejected. Based on the paired sample test output table above, it is known that the

sig. (2-Tailed) is 0.000 <0.05, then Ho is rejected and Ha is accepted. So, it can be

denied that there is a difference in the average value of the pretest and posttest

learning outcomes, meaning that there is an effect of the use of scanning

techniques in reading comprehension of students of SMPN 1 TANETE RIAJA.

From the table above the paired sample test above also contains

information about the mean value of the paired differences, namely -11.49341.

This value shows the difference in the average pretest and posttest learning

outcomes 68.2759 - 84.4828 = -11.49341 and the difference between these

35

differences is between -20.57876 to -11.83504 (95% Confidence Interval of the

Difference Lower and Upper). Based on the output table above, it is known that

the t count is negative, namely -7,594. t count is negative because the average

value of the pretest learning outcomes is lower than the average posttest learning

outcomes. In the context of cases like this, the value of t is negative in a positive

sense. So that the value of t count becomes 7.594.

Next is the stage of finding the t table value, where the t table is searched

based on the df (degree of freedom) and significant value (a). From the output

above, it is known that the df value is 28 and the value is 0.05. This value is used

as a reference basis in finding the t table value in the distribution of the t-table

statistics (attachment), so the t table value is 1.701.

B. Discussion

From the results of this study, the researcher found that students who were

taught using the scanning technique could get better results in reading

comprehension in English lessons. The results showed that the application of the

scanning technique could make students more active and make it easier for

students to find answers to the questions given and be motivated in the learning

process. The results of the data were taken from 29 students in the pre-test and

post-test classes. This can be seen in table 4.3 which has a pretest mean of 68.27

before treatment with the application of scanning techniques in student's reading

compraction. Then the average post-test score was enriched to 84.48 after

treatment. Therefore, the mean score of students on the post-test is the highest

score than the pre-test.

36

Based on the "Paired Samples Test" spss, the Sig. (2-tailed) is 0.000 <0.05,

and compares the t-value and t-table whose df values are 28 and α = 0.05.

Researchers use this value as a reference basis in calculating the t-table value in

the t-table statistical distribution. Then the t table is obtained at 1.701. Thus,

because t count 7.594> 1.701, the basic choice of decision making above can be

rejected. So H0 is rejected and Ha is accepted. So it cannot be denied that there is

a difference in the mean score between the pre-test and post-test learning

outcomes, meaning that there is an increase in students' reading comprehension on

the application of scanning techniques in English class VIII SMPN 1 TANETE

RIAJA subjects.

From the above statement concludes that reading comprehension on the

application of scanning techniques is very important and makes it easy for

students to answer questions and determine the main idea of the reading given, as

in research by Indriani (2016) on "Improving Student Reading Comprehension

through Scanning Techniques in Class II Smpn 21 Bandar Lampung "the scanning

technique of use greatly facilitates students in improving students' reading

comprehension.

in his thesis by Fatimah (2011) about "Improving Students' Reading

Comprehension through Scanning and Skimming Techniques at SMP

Muhammadiyah 3 Metro". This study aims to determine whether scanning and

skimming techniques can improve students' reading comprehension, teacher

performance and student activities in the learning process during the teaching and

37

learning process in class XI SMP Muhammadiyah 3 Metro. and To see the data

collection method using the observation sheet. In this study, researchers

conducted classroom action research (PTK) which was carried out in two cycles

and in this study there was an increase in students' reading comprehension using


So that by applying scanning techniques in learning students are more

interested and challenged because they have to compete with each other. In

addition, students 'scores on the post-test were higher than students' scores on the

pre-test. This means that the application of scanning techniques in reading

comprehension has a good impact on the achievement of the teaching and learning

process for English lessons. sebagaima understanding of scanning techniques

according to Brown (1994) says the purpose of scanning is to extract certain

information without reading the entire text where students need to be aware of the

intent and purpose of reading written material.

The students' reading comprehension achievement increased significantly

after being taught the scanning technique and this could help the English teacher

to increase interest and make it easier for students to understand reading and

answer questions. Finally, it can be concluded that there is a significant difference

in the reading comprehension achievement of class VIII-1 students after being

taught the use of the scanning technique.

38

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter discusses the conclusions and suggestions. A detailed

explanation of each point is presented below.

A. Conclusions

Here the researcher gets the conclusion:

From the results of the study, the researcher found that students who were

taught the scanning technique were able to get better results on students' reading

in English. The results of the data were taken from 29 students in the pre-test and

post-test classes. This can be seen in table 4.1 which has a pre-test mean value of

68.27 before treatment using the scanning technique. Then the average post-test

score is enriched to 84.48 after treatment. Therefore, the students' mean score on

the post-test was the highest score than the pre-test.

Based on the "Paired Samples Test" SPSS, the Sig. (2-tailed) is 0.000

<0.05, and compare the value of t and t table that the value of df 28 and α = 0.05.

Researchers use this value as a reference basis in calculating the t-table value in

the t-table statistical distribution. Then obtained t table of 1.701 Thus, because the

value of t is 7.594> 1.701, then the selection of the basis for decision making

above can be rejected. So H0 is rejected and Ha is accepted. So, it cannot be

denied that there is a difference in the average score betw(een the Pre Test and

Post Test learning outcomes, meaning that there is a significant change in this

39

study which improves the students through the scanning technique at SMPN 1

TANETE RIAJA.

B. Suggestions

Based on the research conclusions, some suggestions will be addressed to

English teachers and other researchers.

1. To the English Teacher

English teachers can use, scanning techniques as material in the

learning process. Because based on the research results, the use of

scanning techniques as learning materials can make it easier for students to

understand the reading. Besides that, it can also support the teaching and

learning process so that students will be more interested in learning

English.

2. To Other Researchers

This study aims to describe how the application of scanning

techniques is applied to make it easier for students to understand reading

in class VIII at SMPN 1 TANETE RIAJA, BARRU. Other researchers

could follow this study in different contexts to find more actions for

understanding students 'reading in students' English lessons. This research

can be used as a resource before carrying out action research related to

improving the students’ reading comprehension.

40

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Students’ Reading Comprehension Achievement at SMAN 3 Kotabumi.

Bandar Lampung: Lampung University. Unpublished

Richards, Jack C and Willy A Renandya. (2002). Methodology in Language

Teaching an Anthology of Current Practice. New York: Cambridge

University Press.

Richard I. Arends. ( 2007). Learning to Teach. Bostom: McGraw – Hill.

Simanjuntak, E.G. (1988). Developing Reading Skills for EFL Students. Jakarta:

P2 LPTK.

Segretto, M. ( 2002). Roadmap to 8th Grade Reading. Toronto: The Princeton

Review.

Setiyadi, B. (2006). MetodePenelitianUntukPengajaran Bahasa Asing,

PendekatanKuantitatif dan Qualitatif. Yogyakarta: GrahaIlmu.

Snow, C. E. (2002). Reading for Understanding: toward and R&D Program in

Reading Comprehension. Pittsburgh: RAND.

Snow, C. (2014). Reading for Understanding toward an R&D program in reading

comprehension. Retrieved October 30th, 2014 from

http://www.rand.org/pubs/ monograph report/MR1465.ch2.pdf.

Titin, Fatimah. (2011). increasing the students reading comprehension through

scanning and skimming technique.Metro: STAIN of Jurai Siwo Metro.-

Vaezi, S. (2006). Theories of Reading. 23rd March, 2005. Language Institute

Language Teaching Journal Vol.1 Spring 2005. Iran.

Ways, M. (2014), June 17. Skimming and Scanning – Best Practice. Retrieved

January 7, 2017, from Speed Reading Lounge:

http://www.speedreadinglounge.com/ skimming-and-scanning

43

Wahyuni. (2014). Improving Reading Comprehension Through Question-

Answering Instruction of the Eight Grade Students of SMP Sapta Andika

Denpasar. Denpasar University

Winarti. (2011). Membaca Bahasa Indonesia. Surabaya: Erlangga.

Winarti, (2010:15).The advantages skimming and scanning technique: Erlangga.

Woolley, G. ( 2011). Reading Comprehension: Assisting Children with Learning

Difficulties. Springer Science +Business Media B.V.-

44

A

P

P

E

N

D

I

C

E

S

45

APPENDICES A

A. PRE-TEST

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : SMPN 1 TANETE RIAJA

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VIII/Ganjil

MateriPokok : Pre Test

Alokasi Waktu :2 kali 40 menit

A. TujuanPembelajaran

Pertemuan 1

Setelah menyelesaikankegiatanpembelajaran, siswadiharapkandapat :

46

1. Membandingkanfungsisosial, strukturteks, unsurkebahasaanteks-teks

narrative lisan dan tulisdenganmemberi/ memintainformasiterkaitteks.

2. Menangkapmaknakontekstualterkaitfungsi, strukturteks, dan

unsurkebahasaanteksnaratiflisan dan tulis.

3. Mampu menjawabsoalbahasaInggristerkaitdengan Narrative Text

menggunakanteknik scanning

B. Media Pembelajaran, Alat/Bahan&SumberBelajar

Media : Worksheet (Lembar Keja (Siswa)), Lembar

penilaian

Alat/Bahan : Handphone, Network

C. Langkah-langkahPembelajaran

LANGKAH PEMBELAJARAN WAK

TU

1. KegiatanPembukaan

Melakukanpembukaandengansalampembuka dan

berdoauntukmemulaipembelajaran,

memeriksakehadiranpesertadidiksebagaisikapdisiplin

Mengajaksiswauntukbersyukurataskesempatanuntukbisabel

ajarbahasaInggris

Siswamemperhatikantujuanpembelajaran yang disampaikan

oleh guru

Memberikanmotivasikepadasiswaberupa “Tidakada yang

tidakmungkinjikasungguhsungguhdalambelajar”

15

menit

2. Kegiatan Inti

Guru

mengirimkanlembarkerjasiswamelaluiWhatsappgrup

Siswadiberikanwaktuuntukmenjawabsoal yang tersedia

Guru memberikanwaktukepadasiswauntukmenjawab

Siswamengumpulkanhasilkerjanya

Guru memeriksahasilkerjasiswa

60

menit

3. KegiatanPenutup

Konfirmasi dan menyimpulkan

Merefleksikegiatanpembelajaran dan

salingmengucapkanterimakasihuntukpartisipasiselamapemb

elajaran

Persiapanpesertadidikuntukpertemuanberikutnya

Mengungkapanungkapanmotivasi

5

menit

47

Doa

Diakhiridengando’akafaratulmajelis dan salam

D. Penilaian Hasil Pembelajaran

Tes : menyediakansoal PG (Quiz) sebanyak 5 nomor yang

tekaitdenganteksbacaan.

A WOMAN AND THE WOLVES

A long time ago, very few people lived in the New Territories. There were only a

few villages. If the people wanted to go from one village to another, they often

had to pass through wild and unsafe forest.

One day, a farmer’s young wife went to the next village to visit her own mother

and brother. She brought along her baby son. When it was time for her to leave,

her brother said “it is getting dark. Let my son, Ah Tim go with you though the

forest.

So, Ah Tim led the way and the young woman followed behind, carrying her

baby. When they were in the forest, suddenly they saw a group of wolves. They

began to run to avoid the danger, but Ah Tim kicked against a stone and fell

down. At once the wolves caught him. The young woman cried to the wolves,

“please eat my own son instead.” Then, she put her baby son on the ground in

front of the wolves and took her nephew away.

Everyone understood that this was because the woman was very good and kind.

She had offered her own son’s life to save her nephew.

They ran back to the house and called for help. All men in the village fetched

thick sticks and went back with her into the forest. When they got there, they

saw something very strange. Instead of eating the woman’s baby the wolves

were playing with him.

Read the text, then choose the best choice to each question.

1. What’s the title of the above reading?

a. A woman and Ah Tim

b. A woman and the wolves

c. A woman, Ah Tim and the wolves

48

d. A woman and the brother

e. A woman and the Fox

2. What separated between one village to another a long time ago in the New

Territories?

a. Another village

b. Mountains

c. Forests

d. Hills

e. Towers and logs

3. In what paragraph is the idea of the subject of the above reading?

a. Paragraph 1

b. Paragraph 2

c. Paragraph 3

d. Paragraph 4

e. Paragraph 5

4. Hills Who was Ah Tim?

a. The young woman’s brother

b. The young woman’s son

c. The young woman’s brother and nephew

d. The young woman’s brother’s son

e. One of the men who fetched a stick

5. Who walked in front when they were in the forest?

a. Ah Tim

b. The woman

c. The woman’s son

d. Her brother’s nephew

49

e. The baby and his mother

6. How could the wolves catch Ah Tim?

a. He was afraid

b. He was stumbled by a stone

c. He ran slowly

d. The woman cried

e. The wolves were good runners

7. At the time that Ah Tim “fell down” was the synonym of the word?

a. Fall headfirst

b. Brought

c. Thought

d. Building

e. Bring

8. At the time that Ah Tim “fell down” was the antonym of the word?

a. dismount

b. Rise

c. Earth

d. Land

e. Come

9. The woman gave her son to the wolves because?

a. She loved her nephew than her son.

b. She thought about how her brother would be

c. She wanted her son was eaten by the wolves

d. She was crazy

e. She kept a grudge on his brother

10. What did the villagers bring sticks for?

50

a. For the weapon to beat the wolves

b. To bring the woman’s nephew

c. For the fire woods.

d. For play

e. For building a house for the woman.

11. “all men in the village fetched thick stick … “the word “fetched” has a

similar meaning to:

a. Received

b. Caught

c. Got

d. Hit

e. Lifted

12. From the passage we learn that the villages were ….

a. Located in one huge area

b. Situated in a large district

c. Separated by untamed jungles.

d. Wild and unsafe

e. Dark and very dangerous

13. The brother let her son go with his aunt as she left home because ….

a. Ah Tim wanted to see the wolves

b. His aunt wanted him to come long

c. Ah Tim was bored to live with his parents

d. The baby was too cute to be alone

e. Ah Tim would be a guardian for them

14. What is the purpose of the writer by writing the story above?

a. To describe the danger of the villages

51

b. To entertain the readers of the story

c. To tell the villagers’ relationship

d. To explain how important a relative is

e. To narrate how the wolves were playing with the baby.

15. What kind of text from the readings above?

a. Recount text

b. Descriptive text

c. Report text

d. Narrative text

e. News item text

Mengetahui

KepalaSekolah Mahasiswa

H. Darwin, S.Pd., M.Pd NURMASARI.M

NIP. 19730303 200003 1 010 NIM.105351124616

B. TREATMENT


(RPP)



52


MateriPokok : Narrative Text

Alokasi Waktu :2 kali 160 Menit (4 pertemuan)

E. TujuanPembelajaran

Pertemuan 1






F. Media Pembelajaran, Alat/Bahan&SumberBelajar


penilaian


SumberBelajar : Buku Mata Pelajaran Bahasa Inggris Kelas VIII

Teknik belajar : Scanning technique

MateriBelajar :

Materi I

TIMUN MAS

Long time ago in the island of java, Indonesia, lived a couple of farmer.

They had married for some years but they had no children. So they prayed to a

monster called butaijo to give them children.

Butaijo was a ferocious and powerful monster. He granted their wish on

one condition. When their children had grown up, they had to sacrifice them to

butaijo. He liked eating fresh meat of human being. The farmers agreed to his

condition. Several months later the wife was pregnant.

She gave birth to a beautiful baby girl. They named her Timun Mas. The

Farmers were happy.

Timun Mas was very healthy and very smart girl. She was also very

diligent. When she was a teenager ButaIjo came to their house. Timun Mas was

frightened so she ran away to hide. The farmers then told ButaIjo that Timun Mas

was still a child. They asked him to postpone. ButaIjo agreed. He promised to

come again. The following year Buta year ButaIjo came again. But again and

again their parents said that Timun Mas was still a child.

53

When the third time ButaIjo came their parents had prepared something

for him. They gave Timun Mas several bamboo needles, seeds of cucumber,

dressing and salt.

“Timun, take these things”

“What are these things?”

“These are your weapons. ButaIjo will chase you. He will eat you alive. So

run as fast as you can. And if he will catch you spread this to the ground. Now

go!!”

Timun Mas was scared so she run as quickly as she could. When ButaIjo

arrived she was far from home. He was very angry when he realized that his prey

had left. So, he run to chase her. He had a sharp nose so he knew what direction

his prey run.

Timun Mas was just a girl while ButaIjo was a monster so he could easily

catch her up. When he was just several steps behind Timun Mas quickly spread

the seeds of cucumber. The exshautedButaIjo very thirsty so he drabbed and eat

them. When ButaIjo was Busy eating cucumber Timun Mas could run away.

But soon ButaIjo realized and started running again. When he was just

several steps behind Timun Mas threw her bamboo needles. Soon they turned into

dense bamboo trees. ButaIjo found it hard to pass. It took him some time to break

the dense bamboo forest. Meanwhile Timun Mas could run farther. ButaIjo chased

he again. When he almost catches her again and again Timun Mas threw her

dressing. This time it turned into a lake. ButaIjo was busy to save himself so

Timun Mas run away. But ButaIjo could Overcome it and continued chasing her.

Finally when Timun Mas was almost caught she threw her salt . soon the

land where ButaIjo stood turned into ocean. ButaIjo was drowned and died

instantly. Timun Mas was thanskfull to god and came back to her home.

Materi II

FOX AND A CAT

One day a cat and a fox were having a conversation. The fox, who was a

conceited creature, boasted how clever she was. “why, I know at least a hundred

tricks to get away from our mutual enemies, the dogs”. She said.

“I know only one trick to get away from dogs”, said the cat. “you should

teach me some of yours!”

54

“well, maybe some day, when I have the time, I may teach you a few of

the simpler ones“ replied the fox airily.

Just then they heard rhe barking of a pack of dogs in the distance. The

barking grew louder an louder – the dogs were coming in their direction! At once

the cat ran to the nearest tree and climbed into its branches, well out of reach af

any dog. “This is the trick I told you about, the only one I know “, said the cat.ch

one your hundred tricks are you going to use?

The fox sat silently under the tree, wondering which trick she should use. Before

she could make up her mind. The dogs arrived. They fell upon the fox and tore her

to pieces.

G. Langkah-langkahPembelajaran

LANGKAH PEMBELAJARAN WAKTU





Mengajaksiswauntukbersyukurataskesempatanuntukbi

sabelajarbahasaInggris

Guru menyampaikankepadasiswatentang Teknik

pembelajaran pada hariiniyakni scanning technique

Siswamemperhatikantujuanpembelajaran yang

disampaikan oleh guru

Memberikanmotivasikepadasiswaberupa “Tidakada

yang tidakmungkinjikasungguhsungguhdalambelajar”

15

menit/perte

muan

5. Kegiatan Inti

Pertemuan 1 :

Membacaceritadengancaramenarik (DARING : share

bacaanmelalui WhatsApp Grup)

Pertemuan 2 :

Membaca dan melengkapicerita, Tanya jawab dan

melakukandiskusi (Quiz I dan di share

melaluiwhatsappgrup)

Pertemuan 3 :

Membacaceritadengancaramenarik (DARING : share

bacaanmelalui WhatsApp Grup)

Pertemuan 4 :

Membaca dan melengkapicerita, Tanya jawab dan

melakukandiskusi (Quiz II dan di share

melaluiwhatsappgrup)

60 menit/

pertemuan

55

6. KegiatanPenutup

Konfirmasi dan menyimpulkan


salingmengucapkanterimakasihuntukpartisipasiselama

pembelajaran



Doa


5

menit/perte

muan

H. Penilaian Hasil Pembelajaran

Tes : menyediakansoal PG (Quiz) sebanyak 5 nomor yang


Quiz I

1. Who is the main actor of that story?

a. Giant

b. Timun Mas

c. Parents

d. Timun,s Mom

2. What is the last wrap that Timun spread?

a. Cucumber seed

b. Water

c. Shrimp Paste

d. Corn Seed

3. How is the ending of the story ?

a. Happy ending

b. Sad ending

c. Never ending

d. Will continue

4. What is the problem in that story ?

a. Old parents have a child

b. Giant want to marry with Timun Mas

c. Giant want to eat Timun Mas

d. Timun Mas Love Giant so much

5. How many wraps that timun brought?

a. Two

56

b. Three

c. Four

d. Five

Quiz II

1. Who is the main character in the story above?

a. dog and a cat

b. a cat and lion

c. fox and a cat

d. fox and a fish

2. what message can be taken from the story above?

a. a single plan that works better than a hundred doubtful plans

b. do not be disobedient to your parents

c. always grateful

d. do not give up

3. why does the cat climb up the tree?

a. because he heard the sound of a dog barking

b. because hungry

c. because cat are afraid of foxes

d. because he wanted to

4. who was ambushed by a pack of dogs?

a. cat

b. fish

c. fox

d. lion

5. how many tricks do cat have?

a. one

b. two

c. three

d. more than three

Mengetahui



NIP. 19730303 200003 1 010 NIM.105351124616

57

C. POST TEST


(RPP)




MateriPokok : Post Test

Alokasi Waktu :2 kali 40 menit

I. TujuanPembelajaran

Pertemuan 1






8. Mampu menjawabsoalbahasaInggristerkaitdengan Narrative Text

menggunakanteknik scanning

J. Media Pembelajaran, Alat/Bahan&SumberBelajar


penilaian


K. Langkah-langkahPembelajaran

LANGKAH PEMBELAJARAN WAKT

U





Mengajaksiswauntukbersyukurataskesempatanuntukbisabe

lajar yang di lakukan pada tahap treatment bahasaInggris

15

58

Guru menyampaikankepadasiswauntukmengisisoalpost

testsecaracermatdenganmenggunakan Teknik scanning

sebagaimana

Siswamemperhatikantujuanpembelajaran yang

disampaikan oleh guru

Memberikanmotivasikepadasiswaberupa “Tidakada yang

tidakmungkinjikasungguhsungguhdalambelajar”

menit

8. Kegiatan Inti

Guru

mengirimkanlembarkerjasiswamelaluiWhatsappgrup

Siswadiberikanwaktuuntukmenjawabsoal yang

tersedia

Guru memberikanwaktukepadasiswauntukmenjawab

Siswamengumpulkanhasilkerjanya

Guru memeriksahasilkerjasiswa

60

menit

9. KegiatanPenutup


salingmengucapkanterimakasihuntukpartisipasiselamapem

belajaran



Doa


5 menit

L. Penilaian Hasil Pembelajaran

Tes: menyediakansoal PG (Quiz) sebanyak 15 nomor yang


SNOW WHITE

Once upon a time, there lived a little girl named Snow White. She lived with her

Aunt and Uncle because her parents were dead.

One day she heard her Uncle and Aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn’t have enough

money to take Snow White.

Snow White did not want her Uncle and Aunt to do this so she decided it would

be best if she ran away. The next morning, she ran away from home when her

59

Aunt and Uncle were having breakfast. She ran away into the woods. She was

very tired and hungry. Then she saw this little cottage. She knocked but no one

answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went inside.

There they found Snow White sleeping. Then Snow White woke up. She saw the

dwarfs. The dwarfs said, “What’s your name?” “I am Snow White,” she said.

The dwarfs said, “If you wish, you may live here with us.” Snow White said, “Oh,

I could? Thank you.” Then Snow White told the dwarfs the whole story and Snow

White and the seven dwarfs lived happily ever after.

1. What does the story tell us about?

a. It tells about Snow white and her parents

b. It tells about Snow white and the seven dwarfs

c. It tells about a reach little girl

d. It tells about the fighting of a little girl to see her parents

e. It tells about a naughty girl

2. Snow White lived with her aunt and uncle because…

a. She did not have house

b. She worked in her aunt and uncle’s house

c. Her mother was dead

d. Her parents were dead

e. She is naughty


a. Narrative text

b. Descriptive text

60

c. Recount text

d. Report text

e. News item text

4. Why did her uncle and aunt want to leave Snow white in the castle?

a. Because they loved her so much

b. Because they hated Snow white

c. Because they wanted to go to America

d. Because they bought a new house

e. Because they are poor

5. How many dwarfs that lived with Snow white?

a. Four dwarfs

b. Five dwarfs

c. Six dwarfs

d. Seven dwarfs

e. Eight dwarfs

6. She knocked but no one answered so she went… (paragraph four). What is

the antonym of the word went?

a. Leave

b. Ran away

c. Come

d. Walk

e. Sleep

61


the of the synonym word went?

a. Depart

b. Reversed

c. Turn up

d. Return

e. Repeated

THE LEGEND OF LAKE TOBA

There was a handsome man named Batara Guru Sahala, who enjoyed fishing so

much. One day, he caught a fish. He was surprised to find that the fish could talk.

The fish begged him to set it free.

Batara Guru sahala was so surprised and set the fish free. As soon as it was free,

the fish changed into a very beautiful woman. Batara Guru sahala fell in love with

that fish-woman and wanted to marry her. Batara guru Sahala also promised to

keep the secret that she had been a fish and would never tell anybody about it.

They were happily married. They had two daughters. One day Batara Guru Sahala

got very angry with his daughters. He could not control his temper. He shouted

angrily and the word fish reached his daughters. The daughters were crying. They

found their mother and told her about it.

The mother was very angry. Batara Guru Sahala broke his promise. The mother

started shouting angrily, then the earth began to shake and volcanoes started to

erupt. The earth formed a very big hole. People believed that the big hole became

a lake. Today the lake is known as Lake Toba.


a. The Legend of Lake Tempe

b. The Legend of Sangkuriang

62

c. The Legend of Roro Jongrang

d. The Legend of Banyuwangi

e. The Legend of Lake Toba

9. Why was the mother very angry? Because…

a. Her daughter was crying and found her

b. The earth began to shake and volcanoes

c. Batara Guru Sahala broke his promise

d. Batara Guru Sahala was angry

e. Batara Guru Sahala was sleep

10. What is the main idea of the fourth paraghraph?

a. A. How Lake Toba was formed

b. The daughters found their mother

c. Their daughters were crying

d. Batara Guru Sahara had two daughters

e. Batara Guru Sahala’s wife is a widow

11. from the text, we know that…

b. Sahala’s wife was a captured fish

c. the daughters changed into fish too

d. Sahala broke his promise to his wife

e. The daughters and father are fish

f. Sahala is fish

63


a. Recount text

b. Descriptive text

c. Report text

d. Narrative text

e. News item text

13. What is the purpose of the text above?

a. To entertain the readers.

b. To describe about Toba Lake

c. To report about Toba Lake

d. To give information about how to make Toba Lake

e. To invite the readers come to Toba Lake

14. What is the generic structure of this text?

a. Identification – description

b. General classification – description

c. Orientation – events – reorientation

d. Orientation – complication – resolution

e. Aim – materials – Step

15. The text above mostly uses …… tense

a. Simple Present

b. Simple Past

c. Present Continuous

d. Simple Future

e. Simple Perfect

64

Mengetahui



NIP. 19730303 200003 1 010 NIM.105351124616

APPENDICES B

PRE-TEST

A WOMAN AND THE WOLVES

A long time ago, very few people lived in the New Territories. There were only a

few villages. If the people wanted to go from one village to another, they often

had to pass through wild and unsafe forest.

One day, a farmer’s young wife went to the next village to visit her own mother

and brother. She brought along her baby son. When it was time for her to leave,

her brother said “it is getting dark. Let my son, Ah Tim go with you though the

forest.

So, Ah Tim led the way and the young woman followed behind, carrying her

baby. When they were in the forest, suddenly they saw a group of wolves. They

began to run to avoid the danger, but Ah Tim kicked against a stone and fell

down. At once the wolves caught him. The young woman cried to the wolves,

“please eat my own son instead.” Then, she put her baby son on the ground in

front of the wolves and took her nephew away.

Everyone understood that this was because the woman was very good and kind.

She had offered her own son’s life to save her nephew.

They ran back to the house and called for help. All men in the village fetched

thick sticks and went back with her into the forest. When they got there, they

saw something very strange. Instead of eating the woman’s baby the wolves

were playing with him.

Read the text, then choose the best choice to each question.


65

a. woman and Ah Tim

b. A woman and the wolves

c. A woman, Ah Tim and the wolves

d. A woman and the brother

e. A woman and the Fox

2. What separated between one village to another a long time ago in the New

Territories?

a. Another village

b. Mountains

c. Forests

d. Hills

e. Towers and logs

3. In what paragraph is the idea of the subject of the above reading?

a. Paragraph 1

b. Paragraph 2

c. Paragraph 3

d. Paragraph 4

e. Paragraph 5

4. Hills Who was Ah Tim?

a. The young woman’s brother

b. The young woman’s son

c. The young woman’s brother and nephew

d. The young woman’s brother’s son

e. One of the men who fetched a stick

5. Who walked in front when they were in the forest?

a. Ah Tim

b. The woman

c. The woman’s son

d. Her brother’s nephew

e. The baby and his mother

66

6. How could the wolves catch Ah Tim?

a. He was afraid

b. He was stumbled by a stone

c. He ran slowly

d. The woman cried

e. The wolves were good runners

7. At the time that Ah Tim “fell down” was the synonym of the word?

a. Fall headfirst

b. Brought

c. Thought

d. Building

e. Bring

8. At the time that Ah Tim “fell down” was the antonym of the word?

a. dismount

b. Rise

c. Earth

d. Land

e. Come

9. The woman gave her son to the wolves because?

a. She loved her nephew than her son.

b. She thought about how her brother would be

c. She wanted her son was eaten by the wolves

d. She was crazy

e. She kept a grudge on his brother

10. What did the villagers bring sticks for?

a. For the weapon to beat the wolves

67

b. To bring the woman’s nephew

c. For the fire woods.

d. For play

e. For building a house for the woman.

11. “all men in the village fetched thick stick … “the word “fetched” has a

similar meaning to:

a. Received

b. Caught

c. Got

d. Hit

e. Lifted

12. From the passage we learn that the villages were ….

a. Located in one huge area

b. Situated in a large district

c. Separated by untamed jungles.

d. Wild and unsafe

e. Dark and very dangerous

13. The brother let her son go with his aunt as she left home because ….

a. Ah Tim wanted to see the wolves

b. His aunt wanted him to come long

c. Ah Tim was bored to live with his parents

d. The baby was too cute to be alone

e. Ah Tim would be a guardian for them

14. What is the purpose of the writer by writing the story above?

a. To describe the danger of the villages

b. To entertain the readers of the story

68

c. To tell the villagers’ relationship

d. To explain how important a relative is

e. To narrate how the wolves were playing with the

baby.


a. Recount text

b. Descriptive text

c. Report text

d. Narrative text

POST-TEST

SNOW WHITE

Once upon a time, there lived a little girl named Snow White. She lived with her

Aunt and Uncle because her parents were dead.

One day she heard her Uncle and Aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn’t have enough

money to take Snow White.

Snow White did not want her Uncle and Aunt to do this so she decided it would

be best if she ran away. The next morning, she ran away from home when her

Aunt and Uncle were having breakfast. She ran away into the woods. She was

very tired and hungry. Then she saw this little cottage. She knocked but no one

answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went inside.

There they found Snow White sleeping. Then Snow White woke up. She saw the

dwarfs. The dwarfs said, “What’s your name?” “I am Snow White,” she said.

The dwarfs said, “If you wish, you may live here with us.” Snow White said, “Oh,

I could? Thank you.” Then Snow White told the dwarfs the whole story and Snow

White and the seven dwarfs lived happily ever after.

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(https://www.bahasainggris.co.id/penjelasan-dan-contoh-soal-narrative-text/)

1. What does the story tell us about?

a. It tells about Snow white and her parents

b. It tells about Snow white and the seven dwarfs

c. It tells about a reach little girl

d. It tells about the fighting of a little girl to see her parents

e. It tells about a naughty girl

2. Snow White lived with her aunt and uncle because…

a. She did not have house

b. She worked in her aunt and uncle’s house

c. Her mother was dead

d. Her parents were dead

e. She is naughty


a. Narrative text

b. Descriptive text

c. Recount text

d. Report text

e. News item text

4. Why did her uncle and aunt want to leave Snow white in the castle?

a. Because they loved her so much

b. Because they hated Snow white

c. Because they wanted to go to America

d. Because they bought a new house

e. Because they are poor

5. How many dwarfs that lived with Snow white?

a. Four dwarfs

b. Five dwarfs

c. Six dwarfs

d. Seven dwarfs

e. Eight dwarfs

https://www.bahasainggris.co.id/penjelasan-dan-contoh-soal-narrative-text/

70


the antonym of the word went?

a. Leave

b. Ran away

c. Come

d. Walk

e. Sleep


the of the synonym word went?

a. Depart

b. Reversed

c. Turn up

d. Return

e. Repeated

THE LEGEND OF LAKE TOBA

There was a handsome man named Batara Guru Sahala, who enjoyed fishing so

much. One day, he caught a fish. He was surprised to find that the fish could talk.

The fish begged him to set it free.

Batara Guru sahala was so surprised and set the fish free. As soon as it was free,

the fish changed into a very beautiful woman. Batara Guru sahala fell in love with

that fish-woman and wanted to marry her. Batara guru Sahala also promised to

keep the secret that she had been a fish and would never tell anybody about it.

They were happily married. They had two daughters. One day Batara Guru Sahala

got very angry with his daughters. He could not control his temper. He shouted

angrily and the word fish reached his daughters. The daughters were crying. They

found their mother and told her about it.

The mother was very angry. Batara Guru Sahala broke his promise. The mother

started shouting angrily, then the earth began to shake and volcanoes started to

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erupt. The earth formed a very big hole. People believed that the big hole became

a lake. Today the lake is known as Lake Toba.

(https://www.bahasainggris.co.id/penjelasan-dan-contoh-soal-narrative-text/)


a. The Legend of Lake Tempe

b. The Legend of Sangkuriang

c. The Legend of Roro Jongrang

d. The Legend of Banyuwangi

e. The Legend of Lake Toba

9. Why was the mother very angry? Because…

a. Her daughter was crying and found her

b. The earth began to shake and volcanoes

c. Batara Guru Sahala broke his promise

d. Batara Guru Sahala was angry

e. Batara Guru Sahala was sleep

10. What is the main idea of the fourth paraghraph?

a. How Lake Toba was formed

b. The daughters found their mother

c. Their daughters were crying

d. Batara Guru Sahara had two daughters

e. Batara Guru Sahala’s wife is a widow

11. from the text, we know that…

a. Sahala’s wife was a captured fish

b. the daughters changed into fish too

c. Sahala broke his promise to his wife

d. The daughters and father are fish

e. Sahala is fish


https://www.bahasainggris.co.id/penjelasan-dan-contoh-soal-narrative-text/

72

a. Recount text

b. Descriptive text

c. Report text

d. Narrative text

e. News item text

13. What is the purpose of the text above?

a. To entertain the readers.

b. To describe about Toba Lake

c. To report about Toba Lake

d. To give information about how to make Toba Lake

e. To invite the readers come to Toba Lake

14. What is the generic structure of this text?

a. Identification – description

b. General classification – description

c. Orientation – events – reorientation

d. Orientation – complication – resolution

e. Aim – materials – Step

15. The text above mostly uses …… tense

a. Simple Present

b. Simple Past

c. Present Continuous

d. Simple Future

e. Simple Perfe

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APPENDICES C

T-TABLE

Pr 0.25 0.10 0.05 0.025 0.01

Df 0.50 0.20 0.10 0.050 0.02 1 1.00000 3.07768 6.31375 12.70620 31.82052

2 0.81650 1.88562 2.91999 4.30265 6.96456

3 0.76489 1.63774 2.35336 3.18245 4.54070

4 0.74070 1.53321 2.13185 2.77645 3.74695

5 0.72669 1.47588 2.01505 2.57058 3.36493

6 0.71756 1.43976 1.94318 2.44691 3.14267

7 0.71114 1.41492 1.89458 2.36462 2.99795

8 0.70639 1.39682 1.85955 2.30600 2.89646

9 0.70272 1.38303 1.83311 2.26216 2.82144

10 0.69981 1.37218 1.81246 2.22814 2.76377

11 0.69745 1.36343 1.79588 2.20099 2.71808

12 0.69548 1.35622 1.78229 2.17881 2.68100

13 0.69383 1.35017 1.77093 2.16037 2.65031

14 0.69242 1.34503 1.76131 2.14479 2.62449

15 0.69120 1.34061 1.75305 2.13145 2.60248

16 0.69013 1.33676 1.74588 2.11991 2.58349

17 0.68920 1.33338 1.73961 2.10982 2.56693

18 0.68836 1.33039 1.73406 2.10092 2.55238

19 0.68762 1.32773 1.72913 2.09302 2.53948

20 0.68695 1.32534 1.72472 2.08596 2.52798

21 0.68635 1.32319 1.72074 2.07961 2.51765

22 0.68581 1.32124 1.71714 2.07387 2.50832

23 0.68531 1.31946 1.71387 2.06866 2.49987

24 0.68485 1.31784 1.71088 2.06390 2.49216

25 0.68443 1.31635 1.70814 2.05954 2.48511

26 0.68404 1.31497 1.70562 2.05553 2.47863

27 0.68368 1.31370 1.70329 2.05183 2.47266

28 0.68335 1.31253 1.70113 2.04841 2.46714

29 0.68304 1.31143 1.69913 2.04523 2.46202

30 0.68276 1.31042 1.69726 2.04227 2.45726

31 0.68249 1.30946 1.69552 2.03951 2.45282

32 0.68223 1.30857 1.69389 2.03693 2.44868

33 0.68200 1.30774 1.69236 2.03452 2.44479

34 0.68177 1.30695 1.69093 2.03224 2.44115

35 0.68156 1.30621 1.68957 2.03011 2.43772

36 0.68137 1.30551 1.68830 2.02809 2.43449

37 0.68118 1.30485 1.68709 2.02619 2.43145

38 0.68100 1.30423 1.68595 2.02439 2.42857

39 0.68083 1.30364 1.68488 2.02269 2.42584

74

APPENDICES D

CORRESPONDENCE

79

APPENDICES E

Students’ score = The Number of students correct answer x 100

Total Number of Items

Pre-test post-test

1. Alifah dzatil izzah

Score pretest:60 score posttest:94

2. Eqi dwy ayu puspita

Score pretest:80 score postest:80

80

3. Ananda J

Score pretest: 73 score posttest:87

81

APPENDICES F

DOCUMENTASI

A. PRE-TEST

Sabtu, 12 sebtember 2020

B. TREATMENT

Treatment I: Selasa 14 sebtember 2020

Treatment II: Sabtu 19 sebtember 2020

Treatment III: Selasa 22 sebtember 2020

Treatment IV: Sabtu 26 sebtember 2020

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CURRICULUM VITAE

Nurmasari. M is the second child of Mr. Mattaliu and

Mrs. Nurlela. He was born on June 7, 1999 in Cempae,

Barru, South Sulawesi. He has 1 sister Nurmayani

Finally, he continued his studies as an ordinary student

in the English Education course at the Teacher

Training andEducation Faculty, Muhammadiyah

University of Makassar in 2016. At the end of his study, he was able to

complete his thesis entitled Improving the students’ reading

comprehension thought the scanning technique at SMPN 1 TANETE

RIAJA. She registered as a student of English Education Department of

Makassar Muhammadiyah University on strata one program.

improving the student's reading comprehension

Documents

Transcript of improving the student's reading comprehension