Students will then have some familiarity with the meaning of common abbreviations, the location of There are active reading strategies that can help you to be as productive as possible when reading: skimming and scanning and close reading techniques. These strategies will save you time and help you to be more purposeful in a study session.
There are some excellent resources below to help you to understand and build these skills. DOAJ is an online directory that indexes and provides access to quality open access, peer-reviewed journals.
Other useful strategies. An explanation of the strategy. How the strategy supports comprehension. The language we use when using a strategy. Guided and independent student activities that support the strategy. Support materials, including strategy Scanning involves searching for numbers, symbols and long words in a text. This is a useful way of locating answers in reading exams.
You can scan the text for words or numbers from the question. It is suggested that the teacher uses skimming and scanning strategies for teaching reading. Keywords: skimming strategy, scanning strategy, descriptive text, reading comprehension. English is taught as subject and as part of … Skimming and scanning are two very different strategies for speed reading.
They are each used for different purposes, and they are not meant to be used all the time. They are at the fast end of the speed reading range, while studying, without understanding how to speed up your reading is at the slow end.
Skimming and scanning are reading strategies that can assist a reader in getting specific information from the text. Students should be taught appropriate times to skim or scan, such as looking for a specific answer, and inappropriate times to use scanning or skimming, such as when reading to comprehend.
Unlike scanning, though, the goal of skimming is to learn the main points in a larger selection of writing rather than answer one specific question.
It is very useful as a preview to a more detailed reading or when reviewing a selection heavy in content. But when you skim, you may miss important points or overlook the finer shadings of meaning, for which rapid reading or perhaps even study reading may be necessary.
Use skimming to overview your textbook chapters or to review for a test. Use skimming to decide if you need to read something at all, for example during the preliminary research for a paper. Skimming can tell you enough about the general idea and tone of the material, as well as its gross similarity or difference from other sources, to know if you need to read it at all.
To skim, prepare yourself to move rapidly through the pages. You will not read every word; you will pay special attention to typographical cues-headings, boldface and italic type, indenting, bulleted and numbered lists. You will be alert for key words and phrases, the names of people and places, dates, nouns, and unfamiliar words. In general follow these steps:. If you cannot complete all the steps above, compromise: read only the chapter overviews and summaries, for example, or the summaries and all the boldfaced keywords.
When you skim, you take a calculated risk that you may miss something. For instance, the main ideas of paragraphs are not always found in the first or last sentences although in many textbooks they are. Ideas you miss you may pick up in a chapter overview or summary. Good skimmers do not skim everything at the same rate or give equal attention to everything.
While skimming is always faster than your normal reading speed, you should slow down in the following situations:. Scanning for research and study Scanning, too, uses keywords and organizational cues.
But while the goal of skimming is a bird's-eye view of the material, the goal of scanning is to locate and swoop down on particular facts. Facts may be buried within long text passages that have relatively little else to do with your topic or claim.
Skim this material first to decide if it is likely to contain the facts you need. Don't forget to scan tables of contents, summaries, indexes, headings, and typographical cues. The results showed that the mean score of the pre-test was 45 and the post-test was 65, with 20 points of improvement. Furthermore, the result of t-test was 4.
Nevertheless, the paper further discusses some setbacks while implementing SST in the classroom. IRJE Vol. This examination is held for students for every transition of schools levels, from elementary to enter junior high, from junior high to enter senior high, and from senior high to enter university. Particularly for the senior high school students, the expectation of their reading skill becomes higher so that they can obtain good scores in English to enter the university.
Various types of texts are presented in the English subject in the national examination. Recount texts are among them. Since this text type is taught in the senior high school level, their good understanding in this text type is essential because it is always presented in the national examination.
Nevertheless, not all expectations are always in line with the facts. Accordingly, the fourth author of this paper, Afla Nadya, who conducted her internship in one of the senior high schools in Meulaboh, Aceh found quite an alarming situation to the students in the English subject. She discovered that the average score of reading comprehension test of the student is 50 for all eleventh grade students. From this average, only four students were found to achieve the score of 65 as the highest, and ten students were found to achieve the score of 30 as the lowest.
She collected the test results of the English subject conducted by the school prior to the official national examination as practice for the students. She discovered that they were sufficient in questions related to reference, inference, and detail information, but they obtained very low scores on questions related to the identification of main ideas and detail information. Torgesen says that the inability to identify the main ideas is among the problems encountered by students in reading comprehension.
This is supported by Gunning who further added that all aspects of reading of comprehension i. Nevertheless, it is quite alarming that by the eleventh grade, the students in the school under study are still facing trouble in reading comprehension, especially in identifying the main ideas and detail information of the reading texts. This is because by the end of the twelfth grade, they are going to face the national examination, in which much of the questions in the English subject are related to reading comprehension.
A need to overcome these students problem is urgent, and thus, the researchers must take steps to assist them in improving their reading comprehension. Accordingly, the researchers would also like to implement the SST to the students for this research. Seeing its successful results in previous studies, we would further like to inquire whether these techniques also apply to these students.
Consequently, the question posed for this research is: Do the SST improve students reading skill, especially in identifying main idea and finding detail information in recount texts? The result of this research is anticipated to benefit both teachers and students in teaching reading for the English subject.
Based on the research question established above, the following hypotheses are formulated: 1. Literature Review Reading comprehension Sheng defines reading as the process of communication between the reader and the writer to make sense of written or printed symbols, which involves the recognition of letters, words, phrases and clauses, and comprehension. Hengari further adds that interpretation, appreciation and application are much related to the process of reading.
And thus, reading comprehension is the process of getting the meaning from texts. The aim is to gain an overall understanding about what is described in the text Woolley, Reading comprehension is divided into various skills.
A well-known statement related to reading proficiency from Mikulecky and Jeffries is a reader who wants to have a higher proficiency in reading should be able to define main idea, find detail information, make inference, and have sufficient vocabulary while reading.
Similarly, Harmer also confirms that to identify the topic, predict and guess detail information, specific information, and general understanding are five purposes of reading comprehension.
According to Hare and Milligan , the ability to identify main ideas in a text is an important key to reading comprehension. Furthermore, the recognition of the main idea is important because it does not only help readers to understand the paragraph being read, but also to help them remember the content later.
The main idea is not stated in any particular sentence in the paragraph, but each sentence typically contains details that lead to a common idea. Information offered in a text can occasionally be too general or too specific. Therefore, readers have to indicate information being informed in the text based on their needs or intentions for reading. Finding this detailed information further aids readers to be better in understanding the text.
Vocabulary is greatly related to the reading ability because it is a major part in reading comprehension. By knowing the meanings of the words, readers can decrease their difficulty in processing information provided in the text.
According to Brown , the more vocabulary a reader has, the easier him or her in understanding the text, in other words, an increase in vocabulary size has noticeable effects on reading comprehension. Clearly, comprehension is more than a matter of reading the words. Readers need to involve themselves in actively making decisions, solving problems, and using background knowledge in an attempt to make sense of the texts that they read.
The data were obtained by interviews, documentation and administering reading tests. Another study carried out by Sasmita investigated the use of skimming and scanning in comprehending English texts to 42 university students in Malang.
Two classes were used as sample of the second semester students; the first class was taught with the skimming and scanning technique, meanwhile the second class was taught using the conventional method. The results showed that the first class achieved better scores in reading comprehension after the skimming and scanning techniques were implemented in the teaching and learning process. Ngoc encourages teachers to inspire their students to practice skimming and scanning reading texts.
Skimming technique According to Liao , skimming is done at a speed three to four times faster than normal reading. Readers often skim when they have masses of materials to read in a limited amount of time.
As skimming is related to speed, Abdelrahman and Bsharah propose that to improve reading speed, readers also need to increase concentration, improve memory and recall, and reduce sub vocalization, interruptions, procrastination and stress. For formal style, and this is typical of most text books with long involved sentences and long paragraphs , therefore readers should read using the three steps outlined above.
For informal style shorter sentences and paragraphs , the readers should read using first two steps only. In teaching, the students are taught to skip words and learn to select key words or phrases to captivate important information with concentration and practice.
To conclude, because skimming technique deals with the process of rapid coverage of reading a text to determine its gist or main idea Brown, , therefore, students are likely to depend more on top-down processing Ueta, This is done so that they do not have to translate detailed information in the text. And so, it is typically recommended to read the first and the last sentence of the paragraph, because the main idea of the text is usually stated in those parts.
In this technique, the readers look for specific information within a text such as dates, names, and places, among others. Moreover, Brown explains that scanning is the process of quickly searching for particular piece or pieces of information in a text. The purpose of scanning is to extract specific information without reading the whole text.
Scanning is important to improve reading skill. If the clues are found out, read that section to get the information needed. Table and index within the text can also lead the reader into the information needed. Method This research used a quantitative approach with the experimental design. Creswell concisely defines quantitative research as a type of research that explains phenomena by collecting numerical data and analyze them using mathematically based methods.
The results are typically presented using statistics, tables and graphs. It involves pre-test O1 , a treatment X , and post-test O2. The treatment was to teach the students reading comprehension of recount texts by using the SST. The selection of recount text refers to the national curriculum, syllabus, and lesson plans because this type of text is taught in the English subject for eleventh grade students in high schools Dewi, The population of this research was all of the eleventh grade students who were majoring in Science at the high school, SMAN 1, Meulaboh.
As for the samples of this study, students were then purposely selected as the respondents of this study based on the results of reading test as mentioned earlier in the Introduction of the paper. The students with the lowest scores were grouped and a number of 30 students became the samples of this experiment. Data were collected from a pre-test and a post-test. The tests consisted of a set of multiple choice questions. There were 20 questions for each test; ten questions inquired about the main idea and another ten questions inquired about detail information.
For that reason, the researchers selected and adapted the questions for the tests from the National Examination UN questions year until , and were related to the topic learned by the students, which was report text. It was given in order to know their achievement of reading comprehension before the experiment, especially on identifying main idea and finding the detail information.
The third researcher conducted the experiment in the classroom, and thus, was the teacher in this case. After a brief introduction in the first meeting of teaching experiment, she distributed the pre-test to IRJE Vol.
It took about 90 minutes for the students to complete the test. The treatment took place in three class meetings.
It started after the pre-test in the first meeting. The learning process began with a discussion about report text function, general structure, main idea and detail information.
Then, the teacher presented the material about report text directly and asked the students to underline the main idea and to find the detail information needed in text. She further explained about speed reading techniques that can help students understand the text better and faster; they were skimming and scanning techniques.
A short practice was done by using the skimming and scanning procedures as discussed in the previous section. This practice was done with the whole class. Next, the students were divided into several groups in which each group consisted of 6 students. Each group was given the same reading text on recount with ten questions to be answered.
The students were given ten minutes to work on the answers by implementing the skimming and scanning techniques.
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