14815-Full Text

IMPROVING STUDENTS READING COMPREHENSION THROUGH
SCANNING TECHNIQUE
(A Pre-Experimental Study at Eight Grade Students of SMPN 26 Makassar)
A PROPOSAL
NURMAWADDAH
105351118616
A THESIS
Submitted to the Faculty of Teacher Training and the Education

Muhammadiyah University of Makassar in partial fulfillment of the
requirement for the Degree of education in English Education Department
ASRIANA ZAINAL ABIDIN

105351111516
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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Jalan Sultan Alauddin No. 259 Makassar
UNIVERSITAS MUHAMMADIYAH MAKASSAR
Telp : 0411-860837/860132 (Fax)
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Email : fkip@unismuh.ac.id
PRODI PENDIDIKAN BAHASA INGGRIS Web : www.fkip.unismuh.ac.id
‫يم‬
ِ ِ‫َّللا ال هرحْ َم ِن ال هرح‬
ِ ‫س ِم ه‬
ْ ‫ِب‬
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Asriana Zainal Abidin
NIM : 1053511111516
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Improving Students Reading Comprehension Through
Scanning Technique
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim
penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau
dibuat oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi
apabila pernyataan ini tidak benar.
Makassar, Desember 2020
Yang Membuat Pernyataan
Asriana Zainal Abidin
v
Jalan Sultan Alauddin No. 259 Makassar
UNIVERSITAS MUHAMMADIYAH MAKASSAR Telp : 0411-860837/860132 (Fax)
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Email : fkip@unismuh.ac.id
PRODI PENDIDIKAN BAHASA INGGRIS Web : www.fkip.unismuh.ac.id
‫س ِم‬
ْ ِ‫يم ب‬
ِ ِ‫َّللا ال هر ْح َم ِن ال هرح‬
ِ‫ه‬
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Asriana Zainal Abidin
NIM : 105351111516
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Improving Students Reading Comprehension Through
Scanning Technique
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai menyusun skripsi ini, saya akan
menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia
menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Desember 2020
Yang Membuat Perjanjian
vi
ABSTRACT
Asriana Zainal Abidin, 2020. Improving Students Reading Comprehension

Through Scanning Technique (A Pre Experimental Research). A thesis of English
Education Department, Faculty of Teacher Training and Education,
Muhammadiyah University of Makassar. Supervised by St. Asriati and Firman.
This research aimed to find out the improvement of the students reading
comprehension through scanning technique in term of main idea at VIII-4 of
SMPN 26 Makassar. The method in this research, the researcher used a pre-
experimental research which VIII-4 SMPN 26 Makassar with the number of the
subject 20 students. Instrument of this research was reading test.
The result of the data indicated that there was difference between students
pre-test and post-test. The mean score of post-test of the students’ reading
comprehension was greater than pre-test in term main idea (5.5>3.01). From t-test
researcher found, the value of t-test was greater that t-table (6.115>1.699) at the
level of significance 0.05 with degree of freedom (df) = 19, it means that there
was significant difference between students’ comprehension before and after
applying scanning technique. It is also said that the null hypothesis (H0) was
rejected and alternative hypothesis (H1) was accepted. The result of the research,
scanning technique was effective in improving students’ reading comprehension.
Key Words: Reading Comprehension, Improvement
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ABSTRAK
Asriana Zainal Abidin, 2020. Meningkatkan Pemahaman Membaca Siswa Melalui
Teknik Scanning (Penelitian Pra Eksperimen). Skripsi Jurusan Pendidikan Bahasa
Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah
Makassar. Dibimbing oleh St. Asriati dan Firman.
Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman bacaan siswa

melalui teknik scanning pada materi gagasan utama di VIII-4 SMPN 26 Makassar.
Metode yang digunakan dalam penelitian ini adalah penelitian pra eksperimental
yaitu VIII-4 SMPN 26 Makassar dengan jumlah subjek 20 siswa. Instrumen
penelitian ini adalah tes membaca.
Hasil data menunjukkan bahwa ada perbedaan antara pre-test dan post-test siswa.
Nilai rata-rata post-test pemahaman bacaan siswa lebih besar dari pada pre-test
dalam gagasan utama (5,5> 3,01). Dari uji-t peneliti menemukan nilai uji-t lebih
besar dari t-tabel (6.115> 1.699) pada taraf signifikansi 0,05 dengan derajat
kebebasan (df) = 19, artinya terdapat perbedaan yang signifikan antara mahasiswa.
pemahaman sebelum dan sesudah menerapkan teknik pemindaian. Dikatakan pula
bahwa hipotesis nol (H0) ditolak dan hipotesis alternatif (H1) diterima. Hasil
penelitian, teknik pemindaian efektif dalam meningkatkan pemahaman bacaan
siswa.
Kata Kunci: Pemahaman Membaca, Peningkatan
viii
MOTTO :
“LIFE IS ABOUT FAIRNESS, DO THE BEST”
DEDICATION
A Thesis for My Beloved Family
Especially for My lovely Father,
My Strongest Mother,
My Best Sisters,
My Best Friend
Also,
My self
I deserve this a billion times.
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ACKNOWLEDGEMENT
‫بسماللهالرحمنالرحيم‬
Alhamdulillah Robbil Alamin. Deepest gratitude would like to express her
highest appreciation to the almighty Allah SWT, Who has given the mercy and
blessing for her in completing this thesis. Salam and shalawat to our prophet
Muhammad SAW will always be an obligatory deed for considering themselves as
ummah of prophet Muhammad SAW who has brought Islam to our civilization.
Further, the researcher also expresses her beloved parents' deepest gratitude,
her father, Zainal Abidin, S.E and lovely Mother Sam-Sam for their prayer,
motivation, financial and sacrificed for her success, and their love sincerely and
purely without time.
The researcher realized that many people have valuable guidance,
suggestions, assistance, and advice to complete this thesis to research and write this
thesis. Therefore, she would like to acknowledge them:
a. Prof. Dr. H Ambo Asse, M.Ag, the Rector of Muhammadiyah
University of Makassar.
b. Erwin Akib, M.Pd., Ph.D., the Dean of FKIP UNISMUH Makassar.
c. Ummi Khaerati Syam, S.Pd, M.Pd, the head of the English Education
Department of FKIP UNISMUH Makassar, gave her valuable
authorities and suggestions in doing this thesis.
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d. Her greatest thanks are Dr. St.Asriati AM, S.Pd., M. Hum. as the first
consultant and Firman, S.Pd., M.Pd. as the second consultant who has
given their valuable time and patient to support assistance and guidance
to finish this thesis.
e. Her greatest thanks to the Headmaster of SMPN. 26 Makassar Mrs. Nur
Rahmah, S. Pd. M. Pd. as the place that given to her in running her
research.
f. Her greatest thanks to Mrs. Murni Asir, S.Ag. as the guidance about
how to facing and treat students well
g. Her greatest thanks to her Family as a supporter in all condition to me
h. Her greatest thanks to Hasmila Mustafa as the best supporting
friendship system ever that always supported me in completing this
research.
i. Her greatest thanks to Sri Rezki Ayu Sirajuddin as a loyal partner in
running this research until finishing the thesis
j. Her greatest to D’mbredets Class as a class who have given experiences
in developing her character.
k. Her greatest to Sahabat Kini Squad as her friends in crime that always
support her every time and everywhere.
l. Her greatest to Calon Sarjana Squad as her friends in crime that given
a rainbow in every single day.
m. Her greatest thanks to her friends that could not be written who have
given experience in a friendship.
xi
n. Her greatest thanks also to everybody asking her, "Apa Kabar Skripsi?”
here we go! Finally, she finished it.
o. Finally, for everyone who has given the valuable suggestion, guidance,
assistance, and advice to complete this thesis, may Allah SWT be with
us now and ever after.
Amin.
Billahi Fii Sabilillhaq Fastabiqul Khaerat
Desember 2020, Makassar
The researcher
xii
TABLE OF CONTENTS
COVER ......................................................................................................... i
APPROVAL SHEET ................................................................................... ii
COUNSELLING SHEET ............................................................................ iii
SURAT PERNYATAAN ............................................................................. v
SURAT PERJANJIAN ................................................................................ vi
ABSTRACT .................................................................................................. vii
MOTTO ........................................................................................................ ix
ACKNOWLEDGEMENT ........................................................................... x
TABLE OF CONTENTS ............................................................................. xiii
LIST OF FIGURES ..................................................................................... xv
LIST OF TABLE.......................................................................................... xvi
LIST OF APPENDICES..............................................................................
CHAPTER I INTRODUCTION ................................................................. 1
A. Background ......................................................................................... 1
B. Research Problem ................................................................................ 4
C. Objective of Study ............................................................................... 4
D. Significance of Study .......................................................................... 4
E. Scope of the Study ............................................................................... 5
CHAPTER II LITERATURE REVIEW ................................................... 6
A. Previous of Related Findings............................................................... 6
B. Some Patient ideas ............................................................................... 8
1. Reading Comprehension …………………………………………. 23
a. Definition of Reading Comprehension ………………………... 23
b. The Elements of Reading Comprehension ……………………. 24
c. Kinds of Reading Comprehension Skills ……………………… 26
d. The Factors that influences Reading Comprehension …………. 27
e. The Importance of Reading Comprehension …………………... 27
2. Concept of Scanning Technique ………………………………….. 29
a. The Meaning of Scanning Technique ………………………….. 29
b. Scanning Technique Procedure ………………………………… 30
xiii
c. The Relationship Between Reading Comprehension and
Scanning technique …………………………………………… 30
C. Conceptual Framework …………………………………………… 33
D. Hypothesis of the Research ……………………………………… 34
CHAPTER III RESEARCH METHOD .................................................... 35
A. Research Design .................................................................................. 35
B. Research Variable and Indicators ........................................................ 37
C. Population and sample......................................................................... 38
D. Instrument of The Research ................................................................ 38
E. Procedure of Data Collection............................................................... 39
F. Technique of Data analysis .................................................................. 39
CHAPTER IV FINDING AND DISCUSSIONS ....................................... 43
A. Findings ............................................................................................... 43
B. Discussions .......................................................................................... 51
CHAPTER V CONCLUSION AND SUGGESTION ............................... 59
A. Conclusion........................................................................................... 59
B. Suggestion ........................................................................................... 59
BIBLIOGRAPHY
APPENDICES
xiv
LIST OF FIGURES
Figure 2.1 Conceptual Framework ................................................................ 17

Figure 4.2 The Rate Frequency of Students’ Score in Pre-test and Post-test
in Term Main Idea ………………………………………………………. 48
xv
LIST OF TABLE
Table 3.1 Rubric for Main Idea ……………………………………………... 40
Table 3.2 Classification Score ………………………………………………. 41
Table 4.1. The Pre-Test Students’ Rate Percentage …………………………. 43
Table 4.2. The Post-Test Students’ Rate Percentage …………………………46
Table 4.3 Mean Score of Students’ Reading Comprehension ……………… 47
Table 4.4 The T-Test of Students’ Improvement ……………………………. 49
xvi
LIST OF APPENDICES
1.APPENDIX A Lesson Plan

2.APPENDIX B Table Scoring
3.APPENDIX C Research Instrument
4.APPENDIX D Documentation
xvii
CHAPTER I
INTRODUCTION
A. Background
Reading skill is one of the important thing in English. Because
people will know all the information in the world by reading well. Tarigan
(2008 : 7) states that reading is a process carried out and use by a reader to
acquire massage which is conveyed by a writer through words could be seen
and known by reader. Based on that expert we also know that reading is the
way we get meaning from the printer words and then interpret it.
In reading process, students are not only read the text but also to
understand what the context and comprehend the purpose of reading itself.
That’s why reading comprehension is necessary for student to always
upgrade and improve. Reading comprehension is the process of constructing
meaning from a text and involves the complex coordination of several
processes, including “decoding, word reading, and fluency along with the
integration of background knowledge and previous experiences” (Klinger &
Geisler, 2008, p. 65).
Reading comprehension is not as simple as what students thought,
because it takes time to understand the meaning of the words and read the
whole text to identify the main idea, the purpose and etc. Based on the
research experience in Magang 3 program, students are difficult to identify
the purpose of the text, finding information detail and comprehending the
1
2
text because they are limited of mastering vocabulary it takes time to read
a whole reading and translate it word by word and then identifying the
meaning to get comprehending reading.
Students need a strategy to make them easier in terms of the
effectiveness and accuracy. The research use scanning technique to improve
students reading comprehension. Maxwell (1970) stated that scanning is the
ability to locate specific facts and details quickly. Therefore, it is important
to conduct the research under the title “Improving Reading Comprehension
Through Scanning Technique at SMP 1 Muhammadiyah.”
B. Problem Statement
Based on the limitation of the problem mentioned above, the problem that
will be analyzed by the researcher is stated as follows:
Does the use of Scanning Technique improve the students’ reading
comprehension in term of find out main idea?
C. Objective of Study
Based on the problem statement raised above, the objective of the study is to
describe whether the use of Scanning Technique improve the students’
reading comprehension in term of main idea.

3
D. Significance of Study
The results of this study are expected to give both theoretical and practical
benefits as follows:
1. Theoretically
The result of this study is expected to contribute to the world of
education.
The contribution is in the form of information and thoughts relate to the
use of scanning technique in reading comprehension
2. Practical
a. Teacher
1) Teacher can use the material easier and she/he will have a new strategy
to teach the elements of English by using Scanning technique.
2) The teacher can make this strategy to be an interesting way and other
students easy to understand in reading.
b. Students
It will improve the students’ reading comprehension and students can
enjoy the learning process in the class.
c. Researcher
The researcher wants to help students to find out the easier way to improve
students’ reading comprehension.

4
E. Scope of the Study
In this research, the researcher only focuses to know the improvement
students reading comprehension through scanning technique in term of main
idea.
CHAPTER II
REVIEW OF LITERATURE
A. Previous Related Research Findings
The related research has been analyzed and observed by the researcher
related to the technique, approach and etc. here are the previous research.
According to Yusuf, Qisamullah at.all (2017) in their researcher
found that Skimming Scanning Technique succeeded in assisting the students
to improve their reading comprehension on English recount texts. After a few
practice on how to determined key words and phrases that could help them
comprehend the text efficiently, they became more aware of the tips and
tricks in answering the reading comprehension test.
Rahmawati (2019) in her research concluded that the result of the
research on improving students reading comprehension through scanning
and skimming techniques for students in SMA Muhammadiyah Tarakan. The
researcher found the mean score of pretest in experiment and control class
was different with mean score of posttest in experiment and control class.
The mean score of pretest in experiment class before taught by using
scanning and skimming techniques was 47,59. On the other hand, the mean
score of control class was 55,19. Both of class have increased the mean score
of posttest after gave treatment, eventhough the control class was not taught
by using scanning and skimming techniques, control class has increased in
mean score from 55,19 become 60,00. Meanwhile, in experiment class that
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6
was taught by using scanning and skimming techniques has increased the
mean score of posttest from 47,59 become 63,70. It can be seen that even
though the both of class were increased in mean score, but the mean score of
posttest in experiment class was higher than posttest control class. It means
that there was significant improvement in experiment class.
Other researcher Asmawati (2015) in her research found that the
differences of students reading comprehension after treatment are influenced
by treatment given to them. It was proved by the result of statistical data
analysis which indicated to the students’ progress. Therefore, it can be
concluded that there was a significant difference of students’ reading
comprehension before and after being taught by using Skimming-Scanning
Strategy.
The last researcher Samuel (2017) In answer to the research question,
the researcher has concluded that using the Jigsaw 1 method can significantly
improve students’ reading comprehension ability. As Uyanto (2012) stated
the implementation of the cooperative learning jigsaw technique in the
teaching learning process can make the students more responsible. Therefore,
they directly and actively take part in addressing a problem and solving it
together in a group. This means that the jigsaw 1 technique is one of the good
ways for teaching reading in order that the student could comprehend what
they read.
The findings above have similarities and differences. The differences
of the previous research using the Jigsaw 1 method can significantly improve
7
students’ reading comprehension ability., while the researcher using
scanning technique to improve students reading comprehension and use pre-
post test. Other previous researcher use quasi experimental design to improve
reading comprehension while the researcher use pre and post test to improve
students reading comprehension in finding main idea.
B. Some Petinent Ideas
a. Definition of Reading Comprehension
Comprehension has the same meaning as understanding. When
the readers read a text, they need to comprehend what the writer tells
about. Comprehension here was the capacity to grasp meaning from the
writer’s idea in a text. There are some experts that had shared their own
definition about reading comprehension, there were conclude:
Keith Lenz, Ph.D., University of Kansas, writes in the article
“An Introduction to Reading Comprehension” at the Special
Connections website that “the process of comprehending involves
decoding the writer’s words and then using background knowledge to
construct an approximate understanding of the writer’s message. “How
the students interprets the words to make meaning of the words could
be different for different students. Knowledge of the topic, language
structures, text structures, genres, cognitive and metacognitive
strategies, reasoning abilities, and motivation could all affect
comprehension.
8
Mikulecky and Jeffries (2007: 74) state that comprehension is
making sense of what someone reads and connecting the ideas in the text
to what he already knows. It means readers could answer questions or
explaining texts because they had comprehension with connecting each
idea in the text. Every human being has a different level of thought and
insight. In English learning, especially in reading skills students need a
lot of ideas so that they could make a good reading and could be
understood by the reader easily.
b. The Elements of Reading Comprehension
There are three elements of reading comprehension, there were:
i. The reader who is doing the comprehending
To comprehend, the reader must have a wide range capacities and
abilities. These include cognitive capacities, motivation, and various
types of knowledge.
ii. The text that is to be comprehended
The features of the text have a large effect on comprehension.
Comprehension does not occur by simply extracting meaning from
text. During reading the reader constructs different presentation of the
text that are important for comprehension (Catherin: 2002:14)

9
iii. The activity in which comprehension is a part
A reading activity involves one or more purposes, some operation to
processed the text at hand, and the consequences of performing the
activity, all which occur within some specific context.

10
c. Kinds of Reading Comprehension Skills
There were kinds of reading comprehension in skilled readers
for instance, include that :
1. Predicting what will happen next in a story.
2. Understanding the main idea and supporting detail of the text.
3. The text that is to be comprehended
The features of the text has a large effect on comprehension.
Comprehension does not occur by simply extracting meaning from
text. During reading the reader constructs different presentation of
the text that are important for comprehension (Catherin : 2002:14)
4. The activity in which comprehension is a part
A reading activity involves one or more purposes, some
operation to processed the text at hand, and the consequences of
performing the activity, all which occur within some specific
context.
5. Understanding of the sequence, massage or structure of the text.
6. Understanding meaning of unknown words of the text.
7. Inferring the point of the reading material.
d. The Factors that influences Reading Comprehension
Reading comprehension was a cognitive process that
requires many skill and strategies. The readers are actively
engaged with the text, they think about many things as they
11
read to comprehend the text. There were several factors that
affect the reading comprehension such as linguistic factors and
non-linguistics factors. Linguistics factors include the
knowledge about vocabularies and Meta cognitive knowledge
of the second language structure, grammar and syntax.
Meanwhile, non-linguistics include their prior knowledge and
their experience.
e. The Importance of Reading Comprehension
Although many children could read, reading and reading
comprehension are two different things. While reading
involves translating and decoding text into sounds and spoken
words, reading comprehension involves taking what was just
read and deriving meaning from those words. In simpler
terms, reading comprehension was the ability to read,
understand, processed and recall what was just having
excellent was one of the importance of reading
comprehension. Reading comprehension skill was crucial, it
was increased the enjoyment and effectiveness of reading and
helps not only academically but also professionally and in a
person’s personal life. Imagine being given a document or
stories, you could read that but you cannot understood what
was fully asking, or maybe you are applying to jobs and do not
12
understood the question that was being asked.
- Main Idea
According to Roell (2019), the main idea of paragraph is
the primary point or concept that the author wants to
communicate to the readers about the topic. The criteria must be
met in order to be declared to meet the indicators of main idea are
students must be able to understand what they was read to
produce the main idea.
According to Mc. Whother (1986: 39), specific
information (supporting detail) has some elements, they are:
1. Specific Information of the Character
A character is a person (though not necessarily a human being)
depicted in a narrative or drama. Characters may be flat,
minor characters or round and major. The main character in a
story is generally known as the protagonist; the character who
opposes him or her is the antagonist. Character is revealed by
how a character responds to conflict, by his or her dialogue, and
through descriptions. Below is the sample question of specific
information of the character.
a. Who are the characters in the story?
b. Who was the main character of the story?

13
For example:
The Smartest Animal

Once upon a time, there was a farmer from Laos.
Every morning and every evening, he ploughed his
field with his buffalo.
One day, a tiger saw the farmer and his buffalo
working in the field. The tiger was very surprised to
see a big animal listening to the small animal. The
tiger wanted to know more about the big animal and
the small animal.
After the man went home, the tiger spoke to the
buffalo “you’re so big and strong. Why do you do
everything the man tells you?” The buffalo answered
“oh, the man is very intelligent”. The tiger asked
“can you tell me how intelligent he is?” “No, I can’t
tell you” said the buffalo “but you can ask him”.
The next day, the tiger asked to the man “can I
see your intelligence?” But the man answered “it is
at home” “can you go and get it?” asked the tiger.
“Yes” said the man “but I am afraid you will kill my
buffalo when I am gone”. “Can I tie you to a tree?”.
After the man tied the tiger to the tree, he did not go
home to get his intelligence. He took his plough and
hit the tiger. Then he said “Now you know about my
intelligence even you haven’t seen it.
(http:// blogspot.co.id/2010/02/smartest-animal-example.html)
1) The question is who are the characters in the story?

The answer is the characters in the story are farmer, buffalo, and
tiger.
2) The question is who was the main character of the story?
The answer is the main character of the story was the farmer
2. Specific information of the setting; an environment or
surrounding in which an event or story takes place. It may

14
provide particular information about placement and timing.
Setting refers to the location of a story or novel in terms of place
(the geographical location of the story), time (the period in
history, the season of the year, the day of the month, and/or the
hour of the day in which the events of the story occur), social
environment (the location of characters and events in a particular
society and/or a particular social class (lower, middle, or upper
class)), and physical environment (the details of the location in
which the story takes place. These physical details often indicate
the emotional state of the characters or the relationship between
characters).
a. Where did the tiger see a big animal listening to the small
animal?
b. When did the farmer and his buffalo plough his field?
For example:
The Smartest Animal

Once upon a time, there was a farmer from Laos.
Every morning and every evening, he ploughed his
field with his buffalo.
One day, a tiger saw the farmer and his buffalo
working in the field. The tiger was very surprised to
see a big animal listening to the small animal. The
tiger wanted to know more about the big animal and
the small animal.
After the man went home, the tiger spoke to the
buffalo “you’re so big and strong. Why do you do
everything the man tells you?” The buffalo answered
“oh, the man is very intelligent”. The tiger asked
15
“can you tell me how intelligent he is?” “No, I can’t

tell you” said the buffalo “but you can ask him”.
The next day, the tiger asked to the man “can I

see your intelligence?” But the man answered “it is
at home” “can you go and get it?” asked the tiger.
“Yes” said the man “but I am afraid you will kill my
buffalo when I am gone”. “Can I tie you to a tree?”.
After the man tied the tiger to the tree, he did not go
home to get his intelligence. He took his plough and
hit the tiger. Then he said “Now you know about my
intelligence even you haven’t seen it.
(http:// blogspot.co.id/2010/02/smartest-animal-example.html)
16
1) The question is where did the tiger see a big animal listening
to the small animal?
The answer is the tiger saw a big animal listening to the
small animal in the field.
2) The question is when the farmer and his buffalo plough his field?
The answer is the farmer and his buffalo plough the field in
every morning and evening.
3. Specific information of plot; Plot refers to what happens in the
story - events and thoughts which make up the story's basic
structure. The plot is usually composed of an introduction, rising
action, a climax, falling action and an ending that ties the story
together. All plots contain a conflict: a struggle between two or
more opposing forces. The conflict may be internal (person vs.
self) or external (person vs. person, person vs. nature, person vs.
society, or person vs. fate).
a. What James had promised to the ugly woman?
For example:
The Magic Mirror

Once upon a time, there was a poor young man
name James. He got lose in a thick dense forest
when he was collecting firewood. Incidentally, he
came upon an old cabin house. He knocked on the
door, and an ugly woman, Nancy opened it. Tears
were falling down from her eyes and checks. She
told him that a robber who lived in a nearby cave
17
had stolen her magic mirror. She said, “The mirror

could grant anything we wish” James promised to
get the mirror for her.
James went into the cave. There was a muscular
scary robber there, but he was sleeping soundly.
So, James could take the Magic Mirror easily. He
do not want to give the mirror back to Nancy, he
kept it for himself instead. He looked at his image
in the mirror, closed his eyes and said a wish. He
wished to be in a beautiful place. When he opened
his eyes, he found himself in a luxurious castle.
There was a birthday party there. It was the
princess birthday. James used the mirror to make a
wish again. This time he wanted to marry the
beautiful princess. The princess married with him
the next day. In his joyful moment, James told a
story about his past time and the magic mirror.
Realizing her husband a bad man, the princess
stole the mirror and mirror and prayed that James
became a monkey.
The princess’ wish came true. In early morning,
James turned became a monkey. Then, the monkey
escaped from the castle into wood.
The question is what James had promised to the ugly woman?
The answer is James promised to the ugly woman that we

will get the mirror back for the ugly woman
4. Specific information of cause effect: cause is an action that
makes something else happen, effect is a result of that action.

18
2. Concept of Scanning Technique
a. The Meaning of Scanning Technique
According to Vaezi (2006: 5), scanning is reading rapidly to find a specific
piece of information (name, place, and time, etc).
Meanwhile, Grellet (1981) argue that scanning is quickly searching
for some particular piece of informati on in the text. Scanning involves
moving the reader’s eyes quickly down the page seeking specific
information without reading the whole text.
According to Casey (2003: 2), scanning is a device used to locate
details-specific question that may be asked atthe end of the assignment, it
is very useful for students to find specific information to get answers from
the questions in the assignment or exam, and minimize their time to
answer the questions in the text.
Furthermore, Nuttal (1982: 34) says that scanning means glancing
rapidly through the text either to search for a specific piece of information
(e.g. name, place, time) or to get an initial impression of whether the text
is suitable for given purpose.
b. Scanning Technique Procedure
Scanning is important to improve reading skill. The procedures
ofscanning technique are (Olson & Ames, 1972; Thamrin, 2014):
Keep in mind only the particuar information to be found out.

19
Make a choice, which clues would support the finding of the required
information.
Have a rush view and sweeps down the page quickly to find out the clues.
If the clues are found out, read that section to get the information needed.
c. The Relationship Between Reading Comprehension and
Scanning
Theoretically, Finochiaro and Sako (1983: 131) reading
comprehension is the ability which depends on accuracy and speed of
graphemic perceptions, that is perception of written symbols, control of
language relationship and structure, knowledge of vocabulary items and
lexical combinations, awareness of redudancy, the ability to use
contextual clues, and recognition allusions.
According to Brown and Johnson (1978: 65) as quoted by
Helwana (2011) argued that comprehension as product and process.
Process is what happens to the readers as they read and product involves
measuring, in some objective ways, the net result of the process. There
were two real elements of reading comprehension and these elements
were part of intellectual skills. Intellectual skills are very important for
the reader to comprehend a text. According to Troschitz (2005: 4), the
intellectual skills were divided into two elements and classified as
follows:
20
1. Macro Skills
Macro skills are not only skills, but much more do they define strategies
a reader is supposed to develop for reading in the foreign language as
well as in the mother tongue. They include the following techniques:
a) Scanning text to locate specific information. The ability to find out the
information by reading line by line in reading text. The ability locate 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. In this case, the students try to anticipate
how the answer will appear and what clues you might use to help you locate
the answer. For example, if you were looking for a certain date, you would
quickly read the paragraph looking only for numbers. Skimming text to
obtain the gist. The fast reading ability finds out the main idea of the text.
The process can be done by reading the title, reading the introduction the
paragraph, and reading the first sentence of every other paragraph to find
the idea or information needed in the text.
c) Identifying stages of an argument. The ability finds out the suggestion
and conclusion from the source in the text. It can be used to classify which
one belongs to the conclusion and suggestion. It also can be said as the
ability to infer the messages of the text.

21
d) Identifying examples presented in support of argument. The ability
of the students in giving the example of the evidence and statements in
order to claim the something is true.
2. Micro Skills
Micro skills are in contrast to low level skills intellectual
operations. Those include some aspects, they are:
a) Identifying referents of pronouns. This skill is used to show the
people or the speaker who states the words or phrases in the text.
b) Using context to guess meaning of unfamiliar words. The ability to
find the familiar word or the words synonym that its words are used in
the text.
c) The ability Understand the relation between part of text by
recognizing indicators in discourse, especially for the introduction,
development, transition and conclusion of ideas. In other words, this
skill is used to identify the generic structure of the text. It also can be
used to mention the text belong to inductive and deductive paragraph.

22
d. Conceptual Framework
Scanning
Technique
Main Idea
Improving Students
reading Comprehension
Figure 2.1 Conceptual Framework
The conceptual framework above explain about the process to find
out students improving in reading comprehension. Students face many
difficulties in reading process like limited time to comprehending the text.
Researcher will use scanning technique in order to simplify students in
reading , by using scanning technique students will have enough time to find
out some specific information like main idea in reading text. This research
focused on narrative text (imaginative experiences). Particularly, narrative
text was related to the syllabus of the second semester for second grade of
Junior High School. The students are expected to be able to comprehend
some reading aspects in macro skills especially main idea and show the
improving of students reading comprehension.

23
Hypothesis of the Research
The hypothesis of this research formulated as follow:
H0 (Null hypothesis): There is no improving of students reading
comprehension through scanning technique.
H1 (Alternative Hypothesis): There is improving reading comprehension
through scanning technique.

CHAPTER III
METHODOLOGY OF RESEARCH
This chapter deals with the research design, variable, population, and
sample, instrument of the research, procedure of collecting data, and
technique of data analysis.
A. Research Design
This research was pre-experimental design with pretest and post-
test design involving a single class. In this design, there must be a different
between the pre-test and post-test scores. The research design could be
represented as follows:
T1 X T2
Explanation:
T1 : Pre-test
X : Treatment (using scanning technique)
T2 : Post-test
(Setiyadi, 2006: 131)
• Pre-test
Pre-test was conducted before the treatments. It is aim to check students’
reading ability in determining mind idea and finding conclusion in texts.
24
25
• Giving Treatment
The treatment was conducted in four meetings for each. The treatments
were classroom activity, which used scanning technique in reading. The
steps were followed:
a. The researcher came to the class and explained about the scanning
technique
b. The researcher distributed the narrative text and introduced it too the
students
c. The researcher gave time for them to comprehend the narrative text
d. The researcher gave an explanation about scanning technique to
comprehend the text
e. The researcher gave examples in using scanning technique in
reading the text.
f. The researcher gave time for students to finish the text
g. The researcher evaluated the material to make sure the understand
of the students.
• Post-test
Post-test was given after implementing scanning technique and to
measure how far the student’s improvement after they got the treatment.
26
B. Research Variables and Indicators
Arikunto (2002: 96) suggests that research variables are what the
focus of research. Meanwhile, Sugiyono (2013: 38) argues that the research
variable is basically everything in the form of what is determine by the
researcher to be study so that information about it is obtained.
From some of the opinions above, it can be concluded that in the
research there were variables that became the focus of research attention to
be studied so that information could be obtain about these matters and
conclusions were draw.
In this research there were two variables, namely the independent variable
and dependent variable.
1. Independent Variable (X)
Independent variable was a variable that affects or became the cause
of the emergence of the dependent variable. Independent variable in this
research was scanning technique (X).
2. Dependent Variable (Y)
Dependent variable was a variable that influence or became a result
of the independent variable. The dependent variable in this research was
students reading comprehension (Y).
The indicators were:

27
The indicators of the research reading comprehension was the main
idea
C. Population and Sample of the Research
Population according to Sugiyono (2008: 80) is a generalization area
consisting of objects or subjects that have certain qualities and
characteristics set by the researcher. Sample is part of the number and
characteristics possessed by the population (Sugiyono, 2013: 81).
1. Population
The population of this research was the Eight Grade Student of SMPN 26
Makassar, Makassar in academic year 2020/2021. There were four classes
in eight grade which consisted of 80 students.
2. Sample
In this research, the researcher took one class VIII A, consisted of
20 students as the sample. It is students of SMPN 26 Makassar in the
academic year 2020/2021.
D. Instruments of the Research
The Instrument of this research was reading test. For both reading
tests (pre-test and post-test), the materials were taken from students’ text
book. In the test, kind of narrative texts was used in each text used consists
28
of 3 until 6 paragraphs. It is aim at making an equal proportion and level of
difficulty of both pretest and posttest.
E. Procedure of Data Collection
In collecting data, the researcher follows the procedure as follows:
• Pre-test
Before giving the treatment, the research gave a pre-test for each student in
class. The pre-test objective was to know reading ability before they were
given a treatment. This test spent 80 (2x40) minutes. The students were
given 1 hour to find out main idea from 5 narrative text which consist of 2-
5 paragraph.
• Post-test
Post-test was given to the class after giving the treatment. The
procedure of post-test was the same as the pre-test. The researcher gave
the post-test to the students. The test was similar with pre-test. The
function of post-test was to know the improving of student reading
comprehension by using scanning technique.
F. Technique of Data Analysis
In this study, data analysis techniques were used to determine
the used of scanning technique to improve students’ reading
comprehension.
Table 3.1 Rubric for Main Idea
1. Rubric for Main Idea

29
No. Criteria Score
1 Clearly identified the main idea by providing strong 4
evidence, details relating to the main idea.
2 Identified the main idea and provided adequate evidence, 3
details relating to the main idea.
3 Limited main idea identification and limited evidence, 2
details relating to the main idea.
4 Did not identify the main idea of the story or provide any 1
evidence, details relating to the main idea.
Harmer (1995)
2. Scoring the students answer :
𝑇𝑜𝑡𝑎𝑙 𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟

Scoring = x 100%
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
(Gay, 2006:320)
3. Calculating the mean score

𝑋 = ∑𝑋
X= Mean Score
∑𝑋 = Sum of all Score
N : Total number of the sample
30
Gay (1981: 298)
4.After collected the data of the students, we classify the score of
the students in to the following criteria :
Table 3.2 Classification Score
No Score Classification
1. 9.6-10 Excellence
2 8.6-9.5 Very Good
3 7.6-8.5 Good
4 6.6-7.5 Fairly Good
5 5.6-6.5 Fair
6 3.6-5.5 Poor
7 0-3.5 Very Poor
(Layman, 1972:219)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presented the result of the data of the students’
improving in reading comprehension through scanning technique. The
findings of this research presented the result that covers students’ improving
in reading comprehension with found out the main idea through scanning
technique. The discussion of this research covers further explanation of
findings.
A. Findings
In this chapter describes the results of research into the used of
scanning technique in improving the reading comprehension of student’s
class VIII 4 of SMPN 26 MAKASSAR. The type of research was an
experiment that uses quantitative data analysis. Based on research data can
be described in detail about the improving of using scanning technique to
improve students’ reading comprehension. This study aims to uncover the
improvement of students that could be observed in the following analysis
into two parts, namely pretest data and posttest data.
1. The Students’ Reading Comprehension in Term Main Idea
The findings present the result of score percentage of students’
reading comprehension in main idea in term of main score and
comparing the score percentage between pre-test and post-test.
31
32
The result of this research was proved that there where improvement
after used scanning technique in students reading comprehension. On
pre test the students got 3.01 mean score and in post-test students got 5.5
mean score. The percentage of improvement between pre-test and post-
test was 83%.
a. Pre-test
In the pre-test, the researcher presented the result of the percentage of
students’ values students’ reading comprehension in main idea before
used scanning technique. This study involved 20 students and was
conducted at eighth grade students of SMPN 26 Makassar.
Table 4.1. The Pre-Test Students’ Rate Percentage in Term Main Idea
Pre-Test
No. Classification Score Frequency %
1 Excellent 9.6-10 - -
2 Very Good 8.6-9.5 - -
3 Good 7.6-8.5 - -
4 Fairly Good 6.6-7.5 - -
5 Fair 5.6-6.5 - -
6 Poor 3.6-5.5 12 60%
7 Very Poor 0.0-3.5 8 40%
Total 20 100%
33
Table of data on the results of reading comprehension in term main idea
shows that students who have the largest frequency lies in the
classification of very poor with 8 frequency whereas, students who had
the smallest frequency lies in the classification of excellent with 0
frequency.
Based on these results it could be seen that the highest score
obtained by students is 9.6-10 obtained by 0 student (0%), the sample
that gets a score of 8.6-9.5 obtained by 0 student (0%), then who gets a
score of 7.6-8.5 obtained by 0 student (0%), who get a score of 6.6-7.5
obtained by 0 student (0%), who get a score of 5.6-6.5 obtained by 0
student (0%), who gets a score of 3.6-5.5 amounted to 12 students
(60%), and who gets 0.0-3.5 amounted to 8 students (40%). It means
that the students' scores and percentages in the pre-test were still low
because half of the students got not fluent scores.
a. Post test
In the post-test, the researcher presented the result of
percentage of students’ score in reading comprehension in term of
main idea after applying. This study involved 20 students and was
conducted at the second grade of students of SMP Negeri 26
Makassar.
34
Table 4.2. The Post-Test Students’ Rate Percentage in Term Main Idea.
Post-Test
No. Classification Score Frequency %
1 Excellent 9.6-10 - -
2 Very Good 8.6-9.5 - -
3 Good 7.6-8.5 2 10%
4 Fairly Good 6.6-7.5 - -
5 Fair 5.6-6.5 10 50%
6 Poor 3.6-5.5 8 40%
7 Very Poor 0.0-3.5 - -
Total 20 100%
Table of data on the results of reading comprehension in term main
idea shows that students who have the largest frequency lies in the
classification of fair with a total frequency of 10 whereas, students
who have the smallest frequency lies in the classification of poor
with a total frequency of 8 whereas and the classification of good
with a total frequency of 2 whereas.
Based on these results it could be seen that the highest score obtained
by students is 9.6-10 obtained by 0 student (0%), the sample that gets
a score of 8.6-9.5 obtained by 0 student (0%), then who gets a score
of 7.6-8.5 amounted to 2 students (10%), who get

35
a score of 6.6-7.5 obtained by 0 student (0%) who get a score of 5.6-
6.5 amounted to 10 students (50%), who gets a score of 3.6-5.5
amounted to 8 students (40%), and who gets 0.0-3.5 obtained by 0
student (0%). It means that the students' scores and percentages in the
post-test were slightly enhanced because some students got good
scores.
Table 4.3 Mean Score of Students’ Reading Comprehension in
Reading Ability
Indicator Pre- Post- Improvement
Test Test
Main Idea 3.01 5.5 83%
Table 4.3 above showed that the students’ score enhanced apply
scanning technique. It was proved by comparing students’ score in pre-
test and post-test. The students for main idea in pre-test was 3.01 score
and the score of students in post-test was 5.5 and the percentage of
improvement between pre-test and post-test was 83%.

36
Figure 4.2 The Rate Frequency of Students’ Score in Pre-test
and Post-test in Term Main Idea
Chart Title
120
100
80
60
40
20
0
7.6-8.5 6.6-7.5 5.6-6.5 3.6-5.5 0.0-3.5
Good Fairly good Fair Poor Very poor
3 4 5 6 7 TOTAL
Pre-Test Freq - - Pre-Test % - - Post-Test Freq - - Post-Test % - -
The rate frequency above showed that the rate of students’ score in
pre-test and post-test. After applied the scanning technique, the score of
students improved where post-test was higher than pre-test. The students’
37
score in pre-test were 14 students categorized as very poor, while in post-
test were 12 students categorized as poor. In the pre-test none of them
categorized as excellent, very good and fair while in post-test none of
them categorized as very good and fairly good.
2. Hypothesis Testing
Hypothesis is a temporary answer to the problem that must be
formulated as stated in Chapter II, the hypothesis proposed in this
study is "there is a significant influence in applying scanning technique
in improving students’ reading comprehension of students at SMP
Negeri 26 Makassar especially in class VIII 4. In this research the
researcher uses t-test analysis on the level of significance (p) = 0.05
with the degree of freedom (df)
N-1 (20-1=19) and the t-table was 1.699. The table shows the result
of the t-test calculation

38
Table 4.4 The T-Test of Students’ Improvement
Aspect of T-test Value T-table Value
Creativity
Main Idea 5.94 1.699
Students’
Reading 6.115 1.699
Comprehension
Table 4.4 that the t-test value in aspect main idea are higher than t-table
(5.94>1.699). The t-test of the students’ reading comprehension got
(6.115>1.699). It was indicated that there was a significant difference between
the result of the students’ pre-test and post-test by using scanning technique. It
means that the null hypothesis (H0) was rejected and the alternative hypothesis
(H1) was accepted.

39
B. Discussion
In reading process the students needed a new technique to help them
in reading comprehension. One of technique that could help students to
improve their reading comprehension is Scanning Technique. According to
D’Angelo told Xconomy, we think of knowledge as anything in anyone’s had
might be useful to other people. While doing the research, it was primarily
observed that students initially preferred to read the whole texts before
answering the questions. This caused them to be slower in answering the
questions and needed longer time to complete the task. When the Scanning
technique was implemented, the teacher had to convince them that skipping
some words would not harm their understanding of the texts. After a few
practiced on how to determined key words and phrases that could help them
comprehend the text efficiently, they became more aware of the tips and tricks
in answering the reading comprehension test by using scanning technique.
The results of the tests have shown that the Scanning technique
succeeded in assisting the students to improve their reading comprehension on
English narrative texts. Improvement was evidence after the students were
taught reading comprehension on narrative text by using the Scanning
technique. These techniques are expected to support students while facing their
examinations, especially, the examination at the end of the school year, within a
limited time that is given to them. Sutz and Weverka (2009) has in the same way
40
claim that these techniques are useful when students do not have enough time
to read the texts, particularly during examinations. The success of this
experimental study is similar to the previous studies conducted by Diaz and
Laguado (2015), Sasmita (2013), and Ulmi, Sundari and Sukmaantara (2015).
The Scanning technique has also improved their students’ ability in reading
comprehension.
Nevertheless, some setbacks in the implementation of the Scanning
technique were also found during this study. Despite this technique can save
time in answering questions from reading texts (Sutz & Weverka, 2009),
students need to be in the state of high concentration in using these techniques.
If they are distracted, they end up in not understanding the passage at all. This
was found in this current research; when students were distracted, even just a
little bit, they ended up re-reading the entire passage to understand it. To
overcome this problem, the teacher had to control the classroom situation
with great deal; students who were noisy or were distracting their friends had
to be swiftly stopped and handled to get them back on tract.
Moreover, during classroom discussion, students were not able to tell
all the details about the passage; their knowledge about the text could be said
to be superficial. The information extracted from the process Scanning
technique was just enough to provide a simple and accurate answer to the
questions from the reading texts, but they were not able to explain the answer in
41
more detail if the teacher asked them to do so. This problem was dealt by the
teacher by discussing the text together with the class after every group task;
students are expected to learn from each other on grasping all details of the
text. All the same, more practice at home on implementing the Scanning
technique in their reading is needed continuously to better improve their reading
comprehension because during tests or exams, they would depend entirely on
their own reading skills to answer the questions correctly. As for the case of the
teacher, she needed to be careful in allocating the time for the group practice
and tests appropriately. This disadvantage was also mentioned by Sasmita
(2013). Should a teacher give a time that is too limited based on their level of
ability, the students struggled in answering the questions from the reading text
by using the Scanning technique. This case was faced in the first meeting, in
which she gave only seven minutes to answer the reading questions during
group work and they students did not finish answering all ten questions within
the allotted time. She had to add extra three minutes to get all the groups to finish
the task. On the other hand, giving extra lingering time can also cause the
students to get off track if they finish the task and much time is still left.
Therefore, efficient time allocation should be mastered by teachers if they want
to implement the Scanning technique in class.
As for the case of the teacher, she needed to be careful in allocating the
42
time for the group practice and tests appropriately. This disadvantage was
also mentioned by Sasmita (2013). Should a teacher give a time that is too
limited based on their level of ability, the students struggled in answering the
questions from the reading text by using the Scanning technique. This case
was faced in the first meeting, in which she gave only seven minutes to
answer the reading questions during group work and they students did not
finish answering all ten questions within the allotted time. She had to add extra
three minutes to get all the groups to finish the task. On the other hand, giving
extra lingering time can also cause the students to get off track if they finish
the task and much time is still left. Therefore, efficient time allocation should
be mastered by teachers if they want to implement the Scanning technique in
class. In addition, to the superiority and ease of obtaining information, it could
not be denied that there were also some weaknesses obstacles in using
scanning technique. Some students also still difficult to differentiate some
words so they still read the whole text and translate it.
43
Were in introducing and explained about the scanning technique
not all of the student could be understood what is scanning technique so
the researcher should be explained them slowly and also repeatedly
because we knew that the students’ level in understanding was different
from each student. In addition, using scanning technique in classroom,
some of the students should be guided one by one started from how they
read fast till they got that particular information.
Overall, as a whole in guiding the students it does not
necessarily made the researcher feel bored in facing each obstacle of
each students because they are very enthusiastic to knew that something
new and also could be invited to collaborated and discussed in various
matters relating to learning and it all made the researcher felt
comfortable and enjoy provided the materials as well as with the
students who had pleasant attitude. They were understood very well
how to behave in the classroom even though sometimes they were noisy
and rowdy but they were could be respect each other among us. They
were very pleasant so that in the classroom the learning processed
becomes seriously but still relaxed in order to create a comfortable
atmosphere in giving and received the materials during the learning
processed.
44
The Improvement of Students’ Reading Comprehension in Term
Main Idea
According to Roell (2019), the main idea of paragraph is the
primary point or concept that the author wants to communicate to the
readers about the topic. The criteria that must be met in order to be
declared to met the indicators of main idea where students must be able
to understand what they read to produce the main idea. The
implementation of scanning technique could improve the students’
reading comprehension in term main idea. The result showed that in
main idea, the students’ score in pre-test classified as very poor is twelve
students’, while in post-test students’ score was classified as poor is
eight students. So, it could be concluded that there was improvement in
students’ reading comprehension after did the treatment used scanning
technique.
Based on these results it could be seen that the highest score
obtained by students is 9.6-10 obtained by 0 student (0%), the sample
that gets a score of 8.6-9.5 obtained by 0 student (0%), then who gets a
score of 7.6-8.5 obtained by 0 student (0%), who get a score of 6.6-7.5
obtained by 0 student (0%), who get a score of 5.6-6.5 obtained by 0
student (0%), who gets a score of 3.6-5.5 amounted to 12 students
(60%), and who gets 0.0-3.5 amounted to 8 students (40%). It means
that the students' scores and percentages in the pre-test were still low
because half of the students got not fluent scores.

45
In the post test, the researcher presented the result of percentage
of students score in reading comprehension in term of main idea after
using scanning technique. This study involved twenty students and was
conducted at the eleventh grade of students of SMP 26 Makassar. The
result of reading comprehension in term main idea showed that students
who have the larger frequency lies in the classification of fair with a
total frequency of ten whereas, students who have the smallest
frequency lies in the classification of poor with a total frequency of
eight whereas and the classification of good with a total frequency of
two whereas. Based on these results it could be seen that the highest
score obtained by students is 9.6-10 obtained by 0 student (0%), the
sample that gets a score of 8.6-9.5 obtained by 0 student (0%), then who
gets a score of 7.6-8.5 amounted to 2 students (10%), who get a score
of 6.6-7.5 obtained by 0 student (0%), who get a score of 5.6-6.5
amounted to 10 students (50%), who gets a score of 3.6-5.5 amounted
to 8 students (40%), and who gets 0.0-3.5 obtained by 0 student (0%).
It means that the students' scores and percentages in the post-test
were slightly enhanced because half of the students got good scores. It means
that the student scores and percentages in the post-test were slightly
enhanced because half of the students got the good score. It could be
concluded that there was improvement in students’ reading comprehension
after did the treatment used scanning technique.

46
The mean score of students’ reading comprehension in reading
ability it was showed that the students score enhanced after using
scanning technique. It was proved by comparing students’ score in pre-
test and post-test. The students for main idea in pre-test was 3.01 score
and the score of students in post-test was 5.5 and the percentage of
improvement between pre-test and post-test was 83%. Referring to the
results of the analysis of the students’ comprehension, it could be
concluded that the students of class VIII 4 of SMP 26 Makassar have
been able to improve students’ reading ability especially in reading
comprehension in term main idea after using scanning technique.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of data analysis and the discussion of the
result in the previous chapter, the researcher concludes that, the students’
reading comprehension of SMP Negeri 26 Makassar in academic year of
2020/2021 in term of main idea are improved after used scanning
technique, it is proved by the mean score of pre-test was 3.01 and the mean
score of post- test was 5.5
Scanning Technique had the important thing for the students.
Using Scanning technique was effective in English learning process
especially in reading comprehension. The research showed that scanning
technique was effective to applied. It proved by the data of t-test main
idea were greater than t-table (5.94>1.699).
B. Suggestions
Based on the conclusion above, the researcher proposes the
following suggestions.
47
48
1. The English teacher should be more creative to choose a media
in teaching especially in reading skill and must understood what
the students needed in the class for making the students more
interested and creative.
2. Scanning Technique should be applied in learning English
especially in reading skill because it making the students more
effective in reading ability especially in reading comprehension.
Scanning technique could help the students in reading
comprehension because this technique was easy to used and
making the students more effective and understanding in reading
comprehension.
3. The researcher of the research in under title “Improving Students
Reading Comprehension Through Scanning Technique’’ hopes that
the result of the research may be reference to the following
research for further research with the different objectives, sample,
methodology, and occasion.

49
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IRJE https://online-journal.unja.ac.id/irje/article/view/4338
A
P
P
E
N
D
I
C
E
S
APPENDIX A
LESSON PLAN
Rencana Pelaksanaan Pembelajaran
(RPP)
Sekolah : SMP 1 Muhamadiyah, Makassar
Mata Pelajaran : Bahasa Inggris
Kelas : VIII
Komponen Bahasa : Narrative Text
Alokasi Waktu : 6 X Pertemuan (2x40 Menit)
A. Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar
Komptensi inti Kompetensi dasar Indikator pencapaian
Merespon makna dan 3.4. Menerapkan fungsi 3.4.1. Mengidentifikasi
langkah retorika dalam sosial, struktur teks, dan ungkapan yang
essei pendek unsur kebahasaan teks digunakan untuk
sederhana secara akurat, interaksi transaksional lisan menyuruh dalam Bahasa
lancar dan dan tulis yang melibatkan Inggris.
berterima yang berkaitan tindakan menyuruh, 3.4.2. Mengidentifikasi
dengan mengajak meminta ijin, serta ungkapan yang
lingkungan sekitar dalam menanggapinya, sesuai digunakan untuk meminta
teks berbentuk dengan konteks ijin dalam Bahasa Inggris
descriptive dan penggunaannya
recoun Merespon makna
dan
langkah retorika dalam
essei pendek sederhana
secara akurat, lancar dan
berterima yang
berkaitan dengan
lingkungan
sekitar dalam teks
berbentuk
descriptive dan recoun
Merespon makna dan
langkah retorika dalam
essei pendek
sederhana secara akurat,
lancar dan
berterima yang berkaitan
dengan lingkungan
sekitar dalam teks
berbentuk descriptive dan
recoun Merespon makna
dan langkah retorika
dalam essei pendek
sederhana secara akurat,
lancar dan berterima yang

berkaitan dengan
lingkungan sekitar dalam
teks berbentuk
descriptive dan recoun
3. Memahami dan
menerapkan pengetahuan
faktual, konseptual,
prosedural, dan
metakognitif pada tingkat
teknis dan spesifik
sederhana berdasarkan
rasa ingin tahu tentang
ilmu pengetahuan
teknologi, seni budaya
dengan wawasan
kemanusiaan,kebangsaan
dan kenegaraan terkait
fenomena dan kejadian
tampak mata
4. Menunjukkan 4.4. Menyusun teks interaksi 4.4.1 Menggunakan
keterampilan menalar, interpersonal lisan dan tulis ingkapan yang tepat
mengolah, dan menyaji sangat pendek dan sederhana dalam struktur teks yang
secara kreatif, produktif, yang melibatkan tindakan runtut dengan unsur

kritis, mandiri, menyuruh, mengajak, kebahasaan yang benar
kolaboratif, meminta ijin, dan sesuai konteks
dankomunikatif, dalam tanggapannya dengan mengungkapkan,
ranah konkret dan ranah memperhatikan fungsi menyuruh, mengajak,
abstrak sesuai dengan sosial, struktur teks, dan meminta ijin dan
yang dipelajari di sekolah unsur kebahasaan yang menanggapinya dalam
dan umber lain yang benar dan sesuai konteks tulisan maupun lisan
sama sudut pandang Bahasa Inggris.
teori.
A. Tujuan Pembelajaran
Setalah mengikuti proses pembelajaran siswa diharapkan mampu:
1. Mengidentifikasi ungkapan yang digunakan untuk ungkapan menyuruh
dalam Bahasa Inggris
2. Mengidentifikasi ungkapan yang digunakan untuk mengajak
3. Mengidentifikasi ungkapan yang digunakan untuk meminta ijin dalam
Bahasa Inggris
4. Peserta didik mampu menggunakan ungkapan menyuruh, mengajak,
meminta ijin dan menanggapinya
dengan tepat dalam struktur teks yang runtut dengan unsur kebahasaan yang
benar sesuai konteks
dalam bentuk tulisan maupun lisan Bahasa Inggris
B. Media Pembelajaran
1. Media Alat dan Bahan : Laptop, Spidol, Papan Tulis dan Bacaan.
2. Sumber : Buku paket, Perpustakaan dan Internet.
C. Langkah Langkah Pembelajaran
Pertemuan pertama
Kegiatan Deksripsi Waktu
• Guru membuka pelajaran dengan salam
• Guru menyuruh siswa berdoa sebelum

Kegiatan
pembelajaran dimulai
Awal 5 Menit
• Guru mengecek kehadiran siswa
• Guru memberikan motivasi terhadap siswa

• Guru memberikan pre-test terhadap siswa
yang berkaitan dengan materi pembelajaran
• Guru menjelaskan penerapan pendekatan
reading comprehension dalam pembelajaran
Kegiatan • Guru memberikan bacaan buku

Inti • Guru menayakan kepada siswa tentang 60 Menit
bacaan yang pernah mereka baca sebelumnya.
• Guru dan siswa mengulas kembali pelajaran
pada pertemuan ini dan memberikan beberapa
pertanyaan kepada siswa mengenai materi
secara acak
Kegiatan
• Guru dan siswa menyimpulkan hasil 10 Menit
Penutup
pembelajaran.
• Guru menutup pembelajaran.

Pertemuan Kedua


Kegiatan 5
Awal Menit

Kegiatan Inti • Guru menjelaskan materi Narrative text 60
Menit
• Meminta siswa untuk membaca dan
memahami bacaan.
• Guru memberikan rewards kepada siswa agar
mereka lebih termotivasi untuk membaca
bacaan lainnya.
• Guru meminta siswa untuk membaca lebih
banyak lagi.
• Guru memintah siswa membuat reading repot
untuk setiap bacaan yang mereka baca dan
mengumpulkannya pada setiap pertemuan
Kegiatan • Guru meminta siswa menemukan main idea
Penutup dari bacaan News Item yang telah dicari. 5
• Guru penutup pembelajaran dengan salam Menit
Pertemuan Ketiga

Kegiatan
• Guru mengecek kehadiran siswa 5 Menit
Awal
• Tanya jawab berbagai hal tentang kondisi
siswa.
• Guru memeriksa tugas siswa yang telah
diberikan.
• Guru menanyakan bacaan yang telah mereka
baca.
Kegiatan Inti • Siswa memaparkan hasil bacaannya dan 60 Menit
mengajak siswa lain agar tertarik untuk
membaca bacaan tersebut.
• Guru menanyakan kesulitan siswa selama
proses membaca
Kegiatan • Guru menginformsikan kegiatan
Penutup pembelajaran selanjutnya. 5 Menit
• Guru penutup pembelajaran dengan salam.

Pertemuan Keempat

Kegiatan
Awal 5 Menit
• Guru menjelaskan Scanning Technique
material sebagai cara baru terhadap siswa agar
mudah memahami bacaan
• Siswa diberikan kesempatan untuk memilih
bacaan yang ingin mereka baca
• Guru membagi siswa dalam beberapa

Kegiatan Inti 60 Menit
kelompok berdasarkan bacaan mereka.
• Siswa mendiskusikan materi bacaan yang
sama dengan teman kelompoknya.
• Mengintruksikan kepada siswa untuk mencari
main idea dalam narrative text.
• Setelah membaca setiap kelompok
memaparkan hasil diskusinya.
• Guru memberikan reward kepada siswa agar

mereka lebih termotivasi untuk membaca.
proses pembelajaran.
Kegiatan • Guru dan siswa menyimpulkan hasi
Penutup pembelajaran. 5 Menit

Pertemuan Kelima
Kegiatan • Guru mengecek kehadiran siswa

5 Menit
Awal
• Guru melakukan Tanya jawab terkait kondisi
siswa
• Guru menerapkan Scanning Techique dalam
porses belajar mengajar
• Guru memberikan tugas kepada siswa untuk
Kegiatan membaca 60 Menit

Inti • Siswa dan guru melakukan Tanya jawab
tentang pengalaman mereka membaca.
• Guru memberikan reward kepada siswa agar
mereka lebih termotivasi untuk membaca.

• Guru menanyakan kesulitan siswa
Kegiatan
selama proses membaca 5 Menit
Penutup
• Guru penutup pembelajaran dengan
salam.
Pertemuan Keenam

Kegiatan
Awal 5 Menit
• Guru memberikan post-test kepada siswa
dengan membaca 5 narrative text. Siswa
memberikan informasi terkait bacaan yang
Kegiantan telah mereka baca.

60 Menit
Inti • Siswa memahami informasi tersebut dan
mengulangnya secara acak.
66
proses membaca
Kegiatan • Guru dan siswa menyimpulkan hasil
Penutup pembelajaran. 5 Menit
I. Penilaian
• Reading Comprehension (Main Idea)
67
APPENDIX B
TABLE SCORING
Table of students achievement in reading comprehension in term
main idea
Main Idea Classify D

No. Students D2
Post- Pre- Post- X2-
Pre-test test test test X1
1 S-1 2 2 4 4 0 0
2 S-2 2 3 4 6 2 4
3 S-3 2 2 4 4 0 0
4 S-4 2 3 4 6 2 4
5 S-5 1 4 2 8 6 36
6 S-6 2 3 4 6 2 4
7 S-7 2 3 4 6 2 4
8 S-8 1 4 2 8 6 36
9 S-9 2 3 4 6 2 4
10 S-10 2 3 4 6 2 4
11 S-11 1 3 2 6 4 16
12 S-12 1 3 2 6 4 16
13 S-13 2 2 4 4 0 0
14 S-14 1 3 2 6 4 16
15 S-15 1 2 2 4 2 4
16 S-16 1 3 2 6 4 16
17 S-17 2 3 4 6 2 4
18 S-18 2 3 4 6 2 4
19 S-19 1 2 2 4 2 4
20 S-20 1 3 2 6 4 16
∑X 31 57 62 110 52 192
Xmean 3.01 5.5 2704
D 2,49
Percentage
∑D
∑D2
(∑D)2
68
1.Calculating the frequency and the rate percentage of the students’ score
The rate percentage could be found by this formula:
F
P= x 100%
N
• Pre-test
a. Excellent
0
P= x 100%
20
P = 0 x 100%
P = 0%
b. Very good
0
P= x 100%
20
P = 0 x 100%
P = 0%
c. Good
0
P= x 100%
20
P = 0 x 100%
P = 0%
d. Fairly Good
6
P= x 100%
20
P = 0.2308 x 100%
P = 0%
e. Fair
0
P= x 100%
20
P = 0 x 100%
P = 0%
f. Poor
12
P= x 100%
20
P = 0.6 x 100%
P = 60%
g.Very Poor
8
P= x 100%
20
P = 0.4 x 100%
P = 40%
• Post-test
a. Excellent
0
P= x 100%
20
P = 0 x 100%
P = 0%
b. Very Good
0
P= x 100%
20
P = 0 x 100%
P = 0%
c. Good
2
P= x 100%
20
P = 0.1 x 100%
P = 10%
d.Fairly Good
0
P= x 100%
20
P = 0 x 100%
P = 0%
e. Fair
10
P= x 100%
20
P = 0.5 x 100%
P = 50%
f. Poor
8
P= x 100%
20
P = 0.4x 100%
P = 40%
g.Very Poor
0
P= x 100%
20
P = 0 x 100%
P = 0%
2. Calculating the mean score of the students’ answer by using the formula :
X= X
N
- Pre-test
62
𝑋̅ =
20
𝑋̅ = 3.01
- Post-test
110
𝑋̅ =
20
𝑋̅ = 5.5
Based the calculation above, the writer would test the hypothesis of the
research using six step processes:

1. State the alternative hypothesis of the writer’s research:
H1 : 1  2
2. Set the alpha level
 = 0.05
3. Write a summary statement based on the decision
Reject H0, accept H1 because t test (16.84) < 2.05954
4. Write a statement of results in Standard English.
There was no significant difference of students’ reading comprehension
before and after taught through Discourse Markers.
a. Calculating the t-test analysis of reading comprehension in terms of
main idea
∑D N
𝐷̅ =
52
=
20
= 2.6
𝐷̅
t=
∑ 𝐷2−( ∑ 𝐷 )
2
√ 𝑁
𝑁 (𝑁−1)
2.6
t=
∑ ∑ 2704
√ 192−( 20 )
20 (20−1)
2.6
t=
√∑192 −(135.2)
380
2.6
t=
√56.8
380
2.3
t=
√0.150
2.3
t=
0.387
t = 5.94
a. Degree of
Freedom df
=N–1
= 20 – 1
= 19
APPENDIX C
RESEARCH INSTRUMENTS (PRE-TEST AND POST-
TEST)
INSTRUMENTS TEST
Research Instrument
a. Pre-Test
Name :
Reg. Number :
Class :
The Story of Toba Lake
Once upon a time, there was a man who was living in north Sumatra. He lived in
a simple hut in a farming field. The did some gardening and fishing for his daily
life.
One day, while the man was do fishing, he caught a big golden fish in his trap. It
was the biggest catch which he ever had in his life. Surprisingly, this fish turned
into a beautiful princess. He felt in love with her and proposed her to be his wife.
She said; “Yes, but you have to promise not to tell anyone about the secret that I
was once a fish, otherwise there will be a huge disaster”. The man made the deal
and they got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her father out in the
fields. One day, his daughter was so hungry and she ate his father’s lunch.
Unfortunately, he found out and got furious, and shouted; “You damned daughter
of a fish”. The daughter ran home and asked her mother. The mother started
crying, felt sad that her husband had broken his promise.
Then she told her daughter to run up the hills because a huge disaster was about
to come. When her daughter left, she prayed. Soon there was a big earthquake
followed by non-stop pouring rain. The whole area got flooded and became Toba
Lake. She turned into a fish again and the man became the island of Samosir.
Read this and then, answer the questions :
1.What is the main idea from the first paragraph of narrative text?
2. What is the main idea from the second paragraph of narrative text?
Research Instrument
b. Post-Test
Name :
Reg. Number :
Class : :
Pinocchio
In the past, there was a puppeteer whose name is Geppetto. He eager to have a son very
much but his wife passed away several years ago. One day, he got an idea to make a
puppet in order not to be lonely again. He made a puppet all day long. Finally, in the
morning he had finished his work and he named the puppet Pinocchio. Soon he felt
lonely again since Pinocchio couldn’t walk or talk by itself. One night, Geppetto prayed
to the God to become a real boy. He always thought it on his mind in his dream.
In the next morning, he was surprised that Pinocchio was alive. He taught Pinocchio
how to walk, how to read, how to speak and to do other things as human. He then
studied at an elementary school. One day, Pinocchio felt bored and it made him go
home late. When Pinocchio finally came home, Geppetto asked him. He said that he
was on school but he wasn’t. Instantly, Pinocchio’s nose grew longer and longer and it
meant that Pinocchio has lied.
The next morning, Pinocchio was kidnaped by the owner of circus. Pinocchio soon
became a slave for the circus. He was so famous because he was a puppet which can
talk. Geppetto worried about him because Pinocchio had not been going home for
almost two days. He tried to find Pinocchio everywhere but he found nothing. When
he searched him on the sea, big wave smashed him. He was then in whale’s stomach
when he awoke. He couldn’t find the way to go out.
In the other side, Pinocchio finally could escape out from the circus. He came home
but nobody was there. Latter on, he searched Geppetto in the sea. He got the same
accident like Geppetto and he met Geppetto in whale’s stomach. Both of them got out
from its stomach by making a fire. In the end of the story, they went home together and
lived happily ever after.
Read this article and then, answer the questions :
1.What is the main idea from the first paragraph of narrative text?
2. What is the main idea from the second paragraph of narrative text?
APPENDIX D DOCUMENTATION
KONTROL PELAKSANAAN
CURRICULUM VITAE
The researcher, Asriana Zainal Abidin was born on second of
December, 1998 in Bantaeng. She is the second daughter from three
siblings. Her father is Mr. Zainal Abidin, S.E. and her mother is Mrs.
Sam-Sam. She has two sisters. She started study at SD
Muhammadiyah in 2004 to 2010. In 2010, she continued her junior High School at
SMPN. 3 Bissappu then graduated in 2013, in the same year, she continued her Senior
High School at SMAN. 1 Bantaeng and finished it in 2016. Finally she continued her
study as ordinary students specializing in English Education in Faculty of Teacher
Training and Education at Muhammadiyah University of Makassar. At the end of her
study, she could finish her thesis with the title improving students reading
comprehension through scanning technique.

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IMPROVING STUDENTS READING COMPREHENSION THROUGH

Submitted to the Faculty of Teacher Training and the Education

ASRIANA ZAINAL ABIDIN

ENGLISH EDUCATION DEPARTMENT

Saya yang bertanda tangan di bawah ini:

Nama : Asriana Zainal Abidin

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Improving Students Reading Comprehension Through

dibuat oleh siapapun.

apabila pernyataan ini tidak benar.

Makassar, Desember 2020

Yang Membuat Pernyataan

Asriana Zainal Abidin

Saya yang bertanda tangan di bawah ini:

Nama : Asriana Zainal Abidin

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Improving Students Reading Comprehension Through

Dengan ini menyatakan perjanjian sebagai berikut:

menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Desember 2020

Yang Membuat Perjanjian

Asriana Zainal Abidin

Asriana Zainal Abidin, 2020. Improving Students Reading Comprehension

Key Words: Reading Comprehension, Improvement

Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman bacaan siswa

Kata Kunci: Pemahaman Membaca, Peningkatan

“LIFE IS ABOUT FAIRNESS, DO THE BEST”

A Thesis for My Beloved Family

Especially for My lovely Father,

I deserve this a billion times.

Alhamdulillah Robbil Alamin. Deepest gratitude would like to express her

Muhammad SAW will always be an obligatory deed for considering themselves as

purely without time.

The researcher realized that many people have valuable guidance,

thesis. Therefore, she would like to acknowledge them:

a. Prof. Dr. H Ambo Asse, M.Ag, the Rector of Muhammadiyah

b. Erwin Akib, M.Pd., Ph.D., the Dean of FKIP UNISMUH Makassar.

Department of FKIP UNISMUH Makassar, gave her valuable

authorities and suggestions in doing this thesis.

to finish this thesis.

e. Her greatest thanks to the Headmaster of SMPN. 26 Makassar Mrs. Nur

how to facing and treat students well

g. Her greatest thanks to her Family as a supporter in all condition to me

h. Her greatest thanks to Hasmila Mustafa as the best supporting

friendship system ever that always supported me in completing this

i. Her greatest thanks to Sri Rezki Ayu Sirajuddin as a loyal partner in

running this research until finishing the thesis

j. Her greatest to D’mbredets Class as a class who have given experiences

in developing her character.

support her every time and everywhere.

a rainbow in every single day.

given experience in a friendship.

here we go! Finally, she finished it.

us now and ever after.

Billahi Fii Sabilillhaq Fastabiqul Khaerat

Desember 2020, Makassar

Asriana Zainal Abidin