USING SKIMMING AND SCANNING TECHNIQUES TO IMPROVE STUDENTS’ READING COMPREHENSION
DOI:
https://doi.org/10.22487/elts.v11i2.4416Keywords:
Improve; Reading Comprehension; Skimming; ScanningAbstract
The objective of this research is to find out if the use of skimming and scanning techniques can improve students’ reading comprehension of the eleventh grade students at Madrasah Aliyah Negeri 2 Palu. This research used quasi-experimental design that consisted of two groups; experimental and control group. The samples of this research was the eleventh grade students at Madrasah Aliyah Negeri 2 Palu; XI MIPA 1 with 27 students as the experimental group and XI MIPA 2 with 27 students as the control group by using purposive sampling. The data were collected by using pre-test and post-test at first and last meetings. Then the treatment was only given to the experimental group. The result of experimental group’s pre-test is 61 while control group is 78.00. The result of experimental group’s post-test is 83.11 while control group is 81. By applying 0.05 level of significance, the researcher found that the value of t-counted (9.71) is higher than t-table (1.676). In conclusion, the use of skimming and scanning techniques in teaching reading can improve students’ reading comprehension of the eleventh grade students at Madrasah Aliyah Negeri 2 Palu.
References
Anderson, R. (1997). Exploring Second Language Reading: Issue and Strategies.
Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktis. Jakarta: Binarupa Aksara.
Arroyani, F. (2010). The Effectiveness of Teaching Using Comic Strips To Facilitate Students’ Reading Comprehension Skill on Narrative Text.
Arundel, A. (1999). Reading and Study Skill Lab: Skimming and Scanning. Article, (Online). (http://www.aacc.edu/tutoring/file/skimming.pdf).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jihan Nur, Rofiqoh, Darmawan, Wahyudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with e-Journal English Language Teaching Society (ELTS) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
