Daftar Isi

Daftar Isi – i

Critical Literacy and Meaningful Language Learning: A Reflective Study in Academic

Debate Class
Oleh: Sueb, Lina Purwaning Hartanti .............................................................................. 01

Linguistic Feature Proximity for Acquiring English Pronunciation among Indonesian

EFL Learners: Arabic as the Bridge
Oleh: Riski Lestiono, Rosalin Ismayoeng Gusdian ............................................................ 06

Technology Use in ‘No Private Devices’ Boarding Junior High School

Oleh : Diah Fakhmawati ................................................................................................... 10

An Analysis of Student’s Ability in Using Past Tense in Writing Narrative Text

Oleh : Muhamad Azizul Chakim, Haris Dibdyaningsih .................................................... 16

Students’ Need or Stakeholders Need? A Survey Study on the Development of Syllabus

in Translation Class
Oleh : Rizky Lutviana, Siti Mafulah, Sugeng Hariyanto, Faisal Rahutomo ...................... 18

Improving the Students’ Speaking Skill Using Flipped Classroom Strategy through
Students’ Minimovie Project
Oleh : Dian Maya Kurnia, Reky Lidyawaty ....................................................................... 23

The Investigation into Primacy Effect on Student’s Vocabulary Memorization

Oleh : Delli Sabudu ........................................................................................................... 27

Character-Based Materials Development for Kindergarten Students

Oleh : Iin Inawati ............................................................................................................... 32

Integrating Multiliteracies Skills through Station Rotation in ESP Reading Program

Oleh : Herlin Afiyanti ........................................................................................................ 37

Digital Storytelling for Promoting Autonomous Learning Model

Oleh: Rochmatika Nur Anisa ............................................................................................. 43

Need Analysis in learning English for Chemical for Industry Students at SMKN 5
Surabaya
Oleh: Rizka Safriyani ......................................................................................................... 47

Utilizing Audio Recording Feature in PowerPoint to Help EFL Teachers Develop

Teaching Materials
Oleh: Dini Kurnia Irmawati, Novita Rosyida, Debri Haryndia Putri, Dian Novita Dewi, Tri
Mega Asri ........................................................................................................................... 52
A Study of Role Play with Comic Strips Implementation in Improving the EFL
Students’ English Communicative Competence
Oleh: Anja Arowana E.L .................................................................................................... 56

Laugh and Learn: Improve Comedy as a Learning Tool for Speaking Class
Oleh: Ary Rahmad Wijaya ................................................................................................. 60

Fostering Emergent Learning in Technology- Enhanced Extensive Listening and

Viewing Programs
Oleh: Fransisca Maria Ivone ............................................................................................. 65

The Extents and Constraints of Video: Colleagues Insights on Instructional Video

Implementation in Teaching Speaking
Oleh: Sri Fatmaning Hartatik ............................................................................................ 71

English for Specific Purposes: Materials Designing for Dokar Driver in Kuta and
Denpasar, Bali
Oleh: Luh Eka Susanti ....................................................................................................... 74

Error of Omission in QQ Online Chatting: A Study on Chinese ESL Learners at

University of Muhammadiyah Malang
Oleh: Desi Rohayati, Erlyna Abidasari ............................................................................. 81

Improving the EFL College Learners’ Reading Comprehension through Skimming

Technique
Oleh: Mahmud Miftakhul Huda, Rasyidah Nur Aisyah ..................................................... 85

The Role of ICT Integration in Teaching and Learning English for EFL Students
Oleh: Retma Sari ................................................................................................................ 95

The Role of Lexical Knowledge and Processing Skills in L2 Reading Outcomes: A

Trade-off between Accuracy and Processing Skill Development
Oleh: Sahiruddin ................................................................................................................ 99

Students Perceptions towards the Implementation of Google Classroom as Media

Oleh: Rizha Galih Faturrochman ...................................................................................... 107

The Use of Wordfast as Translation Tool in Translation Class

Oleh: Trisno Tunggal Rahayu Wilujeng, Siti Mafulah ...................................................... 111

Application of Problem Based Learning and Cooperative Based Learning to Improve

Environmental Analysis Ability for Students
Oleh: Yulist Rima Fiandari ................................................................................................ 115

Students’ Perceptions towards English Learning Materials and Classroom Activities: A

Survey of Senior High School Students in Samarinda
Oleh: Weningtyas Parama Iswari, Noor Rachmawaty ...................................................... 119
Exploring Teacher Beliefs and Classroom Practice of Teaching EFL Writing in Higher
Education
Oleh: Amelia Dwi Imanda ................................................................................................. 124

Anxiety on Speaking Class Encountered by Students of English Education Deartment,

University of Muhammadiyah Malang
Oleh: Jarum ....................................................................................................................... 131

Combining Games with Buzz Groups in Grammar Class

Oleh: Dwi Taurina, Mila Wardhani .................................................................................. 137

The Use of Picture Media “Public Figure” to Improve Writing Skills on Descriptive
Text for Students of Class VII-I SMP Negeri 01 Batu
Oleh : Desy Indriyani ......................................................................................................... 141

The Correlation between Students’ Perceptions on Teacher Feedback and Writing Self-
Efficacy
Oleh : Aridah, Agustina Firdhayanti ............................................................................... 144

Assessing Student Learning with Five Formative Assessment Activities

Oleh : Dwi Wahyuningtyas ................................................................................................ 151

CLIL in Indonesia: The 4C’s Framework of Adopted CLIL Approach in Elementary

School
Oleh : Khoiriyah ................................................................................................................ 154

A Study on Foreign Language Writing Anxiety at The Third Semester of English

Language Education Department in University of Muhammadiyah Malang
Oleh : Sulastri .................................................................................................................... 161

Vocabulary Development of EFL Undergraduates A Cross-sectional Study

Oleh : Kusumarasdyati; Farah Ramadhani ...................................................................... 166

Comparing English Vocabulary Level if D-III Culinary Management Class A and Class
F Students of Bali International Institute of Tourism
Oleh : I Wayan Suadnyana; Denok Lestari ....................................................................... 169

Improving Students’ Level of Tolerance by Using Multicutural Based Learning in IKIP

Budi Utomo Malang
Oleh: Munawwir Hadiwijaya ............................................................................................ 173

Improving Students’ Creativity through Project-Based Learning at a Junior High

School Level in Rural Area of Yogyakarta
Oleh: Yulia Nuzulul Hidayah, Ashadi 179

Teaching Science Using English Done by Primary School Teachers in Malang

Oleh: Pritha Anggiarima ................................................................................................... 186
Teacher’s Role in Promoting Classroom Language Interaction on Mix-Ability Students
at Al-Islam Islamic Boarding School Nganjuk English workplace needs for Professional
Engineers: The Contributing to the ESP Program in University
Oleh: Farizal Khusnul Khotimah ....................................................................................... 189

Learning’s Enthusiasm through Brainstorming at Vocational High School

Oleh: Hilda Suat, Nisrina Balqis Huwaida ....................................................................... 193

Students’ Perspectives on the Use of Full English in English Learning Classroom

Oleh: Nisrina Balqis Huwaida, Hilda Suat ....................................................................... 196

The Implementation of Snake and Ladder Board Game in Teaching Simple Present dan
Past Tense
Oleh: Achmad Anang Darmawan, Faishol Hadi ............................................................... 199

Modifying the Traditional Ganes into English Instructional Media to Enhance English
Communication
Oleh: Zaenal Abidin ........................................................................................................... 202

Critical Reflective Teaching of Pre-service English Teachers at UIN Sunan Ampel

Surabaya
Oleh: Rakhmawati ............................................................................................................. 216

The Indonesian EFL Leraners’ Attitudes toward Their Own English Accent
Oleh: Alimin Adi Waloyo ................................................................................................... 221

Dominant Teacher in Using English as a Medium of Instruction in the Learning

Process at SMK Muhammadiyah 1 Batu
Oleh: Ahlan ........................................................................................................................ 230

Enhancing University Students’ Higher Order Thinking through Mini Conference

Class Based Learning
Oleh: Gusti Milla Quaidy, Afdhol Auliya .......................................................................... 233

English workplace needs for Professional Engineers: The Contributing to the ESP
Program in University
Oleh: Lailatul Rifah, Muchtar ............................................................................................ 237

Nationalism Perception on Europe Language in Foreign Language Course

Oleh: Sri Hartiningsih ....................................................................................................... 241

Comic Books as an Aid to Learn English and Foster Noble Characters

Oleh: Mirjam Anugerahwati .............................................................................................. 247

English Teachers’ Perception on The Implementation of Character Education in

Curriculum 2013
Oleh: Heni Puji Lestari, Bambang Widi Pratolo ............................................................... 250
English Learning Community in Pare Kediri Indonesia:Its Social Emergence and
School Community Partnership
Oleh: Uning Musthofiyah, Elfrida Silalahi ........................................................................ 257

The Word Terror Used in Selected Online Media Headlines: Farming Analysis
Oleh: Rafika Rabba Farah ................................................................................................. 262

Should We Move Our Classed to “McD”? The Impacts of Learning Environment and
Culture on Learning Process and Behaviour
Oleh: Adi Suryani .............................................................................................................. 265

General Attributes and Learning-teaching Content of Seventh-grade English Textbook

“When English Rings a Bell”
Oleh: Kurniawati Nur Fadhilah ........................................................................................ 272

The Impacts Of Teacher’s Direct And Indirect Feedback On The Students’ Motivation
In Intermediate Grammar At The Second Semester Students Of English Language
Education Department Umm
Oleh: Thathit Manon Andini, Erly Wahyuni, and Santi Prastiyowati ............................... 282
 IMPROVING THE EFL COLLEGE LEARNERS’ READING COMPREHENSION
THROUGH SKIMMING TECHNIQUE

Mahmud Miftakhul Huda, Rasyidah Nur Aisyah

English Education Study Program. STKIP PGRI Pasuruan East Java Indonesia
mahmudmiftakhulhuda@gmail.com; ocicyah@gmail.com

Abstract: Reading was one of skill that should be mastered by the students to get an information and idea from
a text. The purpose of this research was to improve the students’ reading comprehension in reading journal
article text. This research used classroom action research design which was held at STKIP PGRI Pasuruan on
30th of April and 03rd of May 2018 for the cycle one and on 07 th and 10th of May 2018 for the cycle two. The
subject of this research was the second grade in 2017 academic year of STKIP PGRI Pasuruan. The instruments
used were observation, interview, test, questionnaire and documentation. This research used two criteria of
success, they were the test and the questionnaire. The result showed that cycle one was failed because there
were 83% students who passed the test and 46% students who liked skimming technique. Meanwhile, in cycle
two the research was successful because there were 98% students who passed the test and 95% students who
liked skimming technique. The conclusion of this research was using skimming technique couldimprove the
students’ reading comprehension in journal article text.

Key words: Skimming Technique, Reading Comprehension, EFL College Learners

INTRODUCTION ability in comprehending the message from

the text (no matter it is implicit or explicit),
Background of the Study the language that used and the pattern to
Curriculum is one of the important develop a text. It also teaches the students
thing that is needed to make the education about the reading technique such as scanning,
program to be success. In Indonesia, the skimming, previewing and predicting. For
curriculum that is applied in university is mastering reading skills and techniques,
KKNI (Kerangka Kualifikasi Nasional students must understand about the definition
Indonesia) Curriculum. KKNI curriculum is a of reading itself. Reading is means of
plan of qualification competence stage which language acquisition and sharing
makes equivalent and integrate the education informations and ideas (Nurcahyanti, 2012).
area with the job coaching and experiencing By reading, the readers will get and learn
with the aim to give a confession in work something new in form of information which
competence appropriate with the job structure the readers can use and apply the information
in many sectors (Budi, 2016). As stated on that they get in the other skills in learning
KKNI curriculum, the course description of English. This research focuses on the
Inferential Reading is to apply the theory and comprehension skill. Because reading has
practice the students about reading an close connection with comprehension skill, or
English text with focusing on the students it usually known with reading

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comprehension. Reading comprehension has possible with the material to be read. By
meaning the process of constructing meaning using skimming technique, your reading will
through the dynamic interaction among; the be efficient. You can use skimming technique
reader's existing knowledge; the information in any kind of text. There are many kind of
suggested by the text being read; and the reading texts, one of them is reading journal
context (Kimberly, 2015). A reading article. Journal article is a paper as a product
comprehension skill is able to develop which is the result from a research or theory
someone’s ability in constructing meaning and its already published. A journal article is
quickly, effectively and easily with no fear consist of abstract, introduction, method,
for having wrong interpretation. It means result, discussion, and conclusion or general
that, this skill makes the students know the discussion. When they read a journal article,
meaning of each word from the written text there are some obstacles that generally faces
that they read and they will able to construct by the readers.
the whole meaning. Most of students have difficulty in
But in the fact, reading reading a text because they do not use a
comprehension is not easy as people think technique. Whereas we know that it helps
from the theory. It seems easy to do when we them on understanding and also when
learn it theoretically, but practically it needs answering the questions based on the text.
a sense to meaning the words correctly. The subject of this research is the second
Understanding all the words but you do not grade students in the 2017 academic year of
know what the writer are getting at and STKIP PGRI Pasuruan. The researcher takes
saying from their words. That is why we need the students in Inferential Reading class as
a reading technique to help the students the subject of the study. There were 41
solving the problem. Reading technique is the students which consisted 9 boys and 32 girls.
way that it makes us easily to understand The second grade students of STKIP PGRI
what the text means. With using a technique Pasuruan have the same problem when they
will make you easy to interpret the text and it read a journal article. Mostly the students
makes your reading to be efficient, it does not complains that the text of journal article is
waste your time. Skimming technique is one too long, it makes them need a long time to
of the effective technique to solve their finish it and then make their own
problem which it do not need a long time to interpretation which will be presented
do it. According to Brown (2003), Skimming eventually. Based on the problems above, the
is the most rudimentary type of reading. Its researcher intends to make a classroom action
object is to familiarize you as quickly as research (CAR) untitled "Improving the

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students’ reading comprehension through in the process of comprehending a text the
skimming technique". Because the researcher readers will have various sense from a word,
wants to help the students’ difficulty to so it can make a various input and output
comprehend a text, especially a journal from those process. That is why alhough the
article. According to (Hutabarat, 2012) readers have the same text to read but the
skimming technique is effective as a outcome will be different. Comprehension
technique to develop their ability in meaning entails of three element, those are the reader
a word. Skimming technique can increase who is doing the comprehension, the text that
their ability to answering the question from a is to be comprehended and the activity in
text immediately. Beside that, H. Douglas which comprehension is a part.
Brown (2003) also support it through his Based on the explanation above we
theory on his book (Language Assesment: can conclude that reading comprehensioan is
Principles and Classroom Practices) states a process of understanding and constructing
that the skimming technique helps the of meaning from a text by the readers in order
students to solve a problem in to get the information from the text. Reading
comprehending a text. comprehension needs the readers knowledge
to sense the word by theirselves. The
REVIEW OF RELATED LITERATURE outcome can be different from one and the
others. It depends of the readers intepretation
Reading Comprehension for choosing the meaning from a word.
In learning English, students must be
able for mastering the skills. Reading is skill Skimming Technique
that mostly difficult to be learned by the Skimming is a kind of reading that
students. Reading consists of two related makes our eyes moves quickly to see and
processes: word recognition and observe the written text for finding
comprehension. Comprehension is the information (Tarigan, 2008). The purpose of
process of making sense of words, sentences skimming is to cover and conclude the main
and connected texts. According to Yassuke idea of the text without reading the whole of
(2011) explained that reading comprehension the words in the passage closely. It can give
is a complex process in which the readers the readers advantages of being able to
uses their ability to find information. It means predict the purpose of the passage, the main
that the readers must be able to comprehend topic or message and possibly some
the meaning of printed words from what they developing or supporting ideas. Skimming
read. It is become a complex process, because Technique is useful to enhance the reading

86
comprehension. Thus, in skimming a text, a investigation area, its usually publishes in
reader needs to learn how to select the three months (quarterly), in the middle of the
keywords. The students must be convinced month (bimonthly), or in a month (monthly)
that keywords are needed as a prediction to that is get in subscribely (sub-scription). A
answer the question. It is important because good journal should has the serial number
in skimming, a reader have not to read all (ISSN) as the proof that those journal was
sentences. In skimming, readers only have to already officially publishing. Journal article
take the most important information and the is a kind of text/paper that makes by
main idea rather than read all of the words. someone based on their research/theory and
To do the skimming, the reader should go its already published. According to Siswandi
through a passage quickly, jumping over (2013) there are some simple ways to check
parts of it, in order to get a general idea of if the journal article is good or not, they are:
what it is about. Besides, a certain amount of (1) Read the title of the journal article, (2)
practice is necessary in order to skim and Check the author from the journal article, (3)
fulfill their purposes. Evaluate the Title of the journal article,
Based on the explanations above, in volume, number, and the year-edition, and (4)
skimming the students read the text to Read the abstract of the journal article.
determine the main idea. They need to read Before that, you should understand
the whole text in order to be able to get the the content of journal article, we should know
main idea of the text. Skimming is a very the part of the journal article itself. Its
good technique in comprehending a text, important because a journal is consist of
because it gives the readers to predict the several parts inside. There are six parts of
purposes of the text as well as identify the journal article, including: abstract,
gist of the text. This is the reason why the introduction, method, result,discussion, and
researcher decided to choose skimming as a conclusion. Journal article usually has a quite
technique to improve the reading rigid structure that is determine by particular
comprehension of the students. journal in which they appear and by the type
of research being reported; this makes
Journal Article
extracting information from them sometimes
Reitz (2012) stated that journal is one
easier than from less rigid text types. For
periodical which is for distibuting of a real
mastering the journal article, the reader
research (original), and the opinion
should apply a strategy that easier them when
(commentary), to the todays’ development in
they read the journal article. This strategy is
one dicipline, subdicipline or the
effective to make the reader to understand

87
and guess the content from the whole of the university. Mostly, the other researchers are
chapters from the journal article without applied it in the junior or senior high school.
reading all of the text. The researcher choose the second grade of
collage students in STKIP PGRI Pasuruan as
Previous Study the subject because the researcher intends to
To make a good preview toward the improve the students ability in reading
study, the researcher has conduct a previous comprehension. Beside that, the researcher
study. The first is a study that is conducted by choose a different media or text that is used.
(Hutabarat, 2012) entitled The Effect of The researcher will use a journal article as the
Applying Skimming Technique on Grade XI media or kind of text because the researcher
Students’ Reading Comprehension. He want to challenge the students with a text that
concluded that after analyzing the data, it is they never meet before. So, the researcher is
found that the scores of the students who conduct the similar technique in different
teaches by applying Skimming Technique is subject of the study and the kind of text that
higher than those who teaches without is used.
applying Skimming Technique. Beside that
(Hasan, 2012) also conducted a study entitled
METHOD
The Effect of Teaching Reading
Comprehension Strategies on Iraqi EFL
Research Design
College Students’ Performance in Reading
The researcher was conducted this
Comprehension. She concluded that the
research by using classroon action research
skimming technique permits the college
(CAR). CAR was a kind of research design
students to capture the key words and the
that focused on teaching learning activities in
whole meaning of a text. They will easy to
the classroom. Latief (2016) stated that the
get what they need from the text by using
classroom action research was aimed at
skimming technique.
developing innovative instructional strategy
The evidence seems to indicate that
that could help to enchance the success in
skimming technique is appropriate to be used
students’ learning English, identifying
as the effective technique to solve a problem
classroom problem, and trying to solve the
in comprehending a text. The researcher will
problem can be done through the process of
conduct the research with the same technique
classroom action research.
with both of the researcher that stated above,
By doing the classroom action
it is by using skimming techinque. But, the
research, the researcher tried to improve the
researcher will conduct the research in the

88
quality of education. It could be by using a Observation
media, technique or strategy. The researcher The researcher did the observation to
tried to develop the students ability and also get the students’ problem in reading class.
the researcher wanted to solve what was the The researcher joined the class to closer
problem that made the students could not himself with the students. Through the
develop their capability to mastering English. observation, the researcher could find the
The classroom action research activities students difficulties in mastering reading,
might involve repeated cycles, each consisted especially for reading comprehension. The
of planning, acting, observing, and reflecting. researcher used field notes and observation
The result of cycle one was used to determine check list to write down all of the situation
the need for the following cycle until the that was found in the classroom. The field
problem solve. So, in this stage the research notes was as a way for the reasearcher to
was conducted in a cyclical process until the memorize all of the experiences when the
problem solved. If in a cycle does not met the researcher joined with the class and have
criteria of success, the action would be interaction with the students and the
revised and continued into cycle two. But observation check list was used to know the
when the cycle one was succeed, the action class atmosphere and students’ enthusiastic in
would be stopped. the teaching-learning process. The
observation had done at 5 th of March 2018.
Research Instruments
Interview
There were two kinds of data that the
The researcher interviewed the
researcher got, a quantitative and a qualitative
lecturer as a preliminary study. The
data. The quantitative data was the students’
researcher met the lecturer to get some
score of reading comprehension. Meanwhile
information about the difficulties and the
the qualitative data was data of students’
problem in teaching reading at STKIP PGRI
responses toward the implementation of
Pasuruan especially in the second grade. The
skimming technique. In this research, the
researcher gave 5 questions to the lecturer
researcher would use some instruments to
related to the problem and the difficulties
collect the data, they were: Observation,
especially in reading comprehension.
Interview, Questionnaire, Documentation and
The interview had done at 5 th of March 2018.
Test.

89
Questionnaire had to answer the questions about “Social
Questionnaire was made to know the Media its Impact with Positive and Negative
students’ response about the implementation Aspects” in cycle one and “Causes and
of skimming technique on reading journal Effects of Fast Food” in cycle two. It would
article. They have to answer 10 questions that be held in the last meeting of cycle one and
would be given in the last meeting. It cycle two, on 03rd of May and 10st of May
consisted of 5 questions in form of a close- 2018.
ended answer (A/B) or (yes/no) to ease the
students in answering and 5 questions in Research Procedure
essay form. The questions were about the
student’s opinion after they got the Criteria of Success
explanation about skimming technique and There were two criteria of success of
applied it in the text of journal article. It this research. They were the test and the
would be held in the end of each meeting, on questionnire. The researcher was used a
03rd and 10th of May 2018. rubric scoring from Merrit Donna (2005)
which was good to measure of students’
Documentation
comprehension to make it easier. The
Documentation would be used to get
researcher scored the students test through
supporting data about the reading result from
those scoring rubric and the researcher also
the students after using the technique. It
made the key answer based on the scoring
included the data about students’ score,
rubric.
students’ attendance and photo of the activity
Table 3.1 The Criteria of Success
when the researcher did the research. This Criteria of
Data Instrument
process would begin during cycle one and Success

cycle two, on 30th of April and 03rd of May ≥ 85% of the

st st
2018 and also 07 of May and 10 of May Student’s students were
Test
2018. score got 80 for the
score.
Test
≥ 85% of the
The test would be held in the last
Student’s students were
meeting of cycle one, on 03rd of May and 10st response
Questionnaire
liked the
of May 2018. The researcher gave the student technique.
a similar journal article to all of the students.
After reading the journal article, the students

90
 Table 3.2 The Rubric Assessment 7 1-4
Score 1 2 3 4 8 1-4
The The The The 9 1-4
answers answer answers answers 10 1-4
are s are are do not Total Score = 40
mostly often occasion reflect
correct, correct, ally accurate
Score = The students’ score ( x 2,5 ) x 100%
demons demon correct, compreh The maximum score(100)
trate strate demonstr ension of
excelle good ate an the topic
Criter Based on the formula above, the
nt compre incomple and lack
ia students must be able to pass the minimal
compre hensio te the
hension n and compreh required score that was already decided on the criteria
and include ension of detail or of success. This research could be stated
include several the topic, are successful if ≥ 85% of the students get 80 or
d many details. and incomple
more. Besides, the researcher used student’s
details. contain te.
answer based on the questionnaire. The result
some
detail. of the questionnaire should be ≥ 85% of the
students liked the skimming technique. The
According to A’yun (2014), to percentage was chosen based on the
analyze the students’ achievement in reading consideration of the students’ ability. The
comprehension score was following the researcher wanted to get the certain
formula below: measurement to know the students’ reading
Converted score of = The students’ score x100% comprehension.
the formula The maximum score(100)

FINDINGS AND DISCUSSIONS

But, the researcher made the formula by
himself with an additional that was
FINDINGS
referenced to that formula by A’yun, and the
Cycle one
formula was:
The researcher divided into four steps,
No. Score
they were planning, implementing, observing,
1 1-4
2 1-4 and reflecting. Here was the explanation
3 1-4 about them:
4 1-4
5 1-4
6 1-4

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The Planning of Cycle One then the researcher took the students’ score
The researcher explained about from it.
skimming technique deeply, it was not only If the cycle one was unsuccessful, the
focussed on the skimming technique itself but researcher should find the solution why it was
also the other material which has relation failed and must continued to the next cycle
with it such us the elements of paragraph with the solution of the problem found.
(topic, main idea, and supporting detail). The
The Acting of Cycle One
researcher made a powerpoint slide
This part discussed the activities in
presentation to show the material to the
cycle one. It consisted of two meetings. Both
students. The time allotment was 2 x 50
of them discussed about skimming technique.
minutes each meeting. The researcher made
In the first meeting the researcher explained
two lesson plans which was used for two
the material to the students about skimming
meetings in this cycle. In the first meeting,
technique. While in the second meeting the
the researcher explained about the definition,
researcher just reviewed the material that
the advantages, and the purposes of
they learned in the previous meeting and took
skimming technique. But before the students
the student’s score by conducting the test.
learned about it deeply, the researcher taught
The first meeting was conducted on Monday,
them about the elements of paragraph. It
30th of April 2018 at 08.00 a.m. Meanwhile,
included about topic (the definition and how
the second meeting was conducted on
to know a topic), main idea (the definition,
Thursday, 03rd of May 2018 at 10.20 a.m. In
the location, and kind of main idea), and
this meeting, the researcher conducted the
supporting details (the definition, kind of
test related to get the students’ score.
supporting details, major and minor details).
The researcher just tried to ask the students to The Observing of Cycle One
do the skimming technique in a paragraph According to the observation of the
which showed in the powerpoint slide students’ response when the researcher taught
presestation. It was a way to measure their the class, some of the students were rather
undertanding about the material. In the active in learning activity and the others was
second meeting the researcher rewiewed the usual, it does not mean they were passive.
material briefly and then gave them the test. They still kept their attention on the
The test was answered 10 questions related to researchers’ explanation. They looked
the journal article about social media. The interested to the material that delivered by the
students have 75 minutes to do the test and researcher. The students were prefered to not

92
take a note when they gather the material.
They said that it would divide their focus,
that is why the researcher said that the
researcher would give the soft file after the
class and they could make a note at home
while they able to repeat for studying the
material.
This research used the questionnaire
as the criteria of success. The criteria of
success of the questionnaire was 85%
students were liked the skimming technique.
After the researcher analyzed the result of the the students’ test result it could be seen on the
questionnaire, the researcher found that 46%
students said that skimming technique was
easy for them and 17% students said if the
skimming technique was in the medium level,
it means that skimming technique was not
easy and not difficult. But, there was 37%
students said that skimming technique was
difficult. According to the explanation above,
the researcher found that there were 19
students who said that skimming technique
was easy. It means that only 46% students
who liked the skimming technique. The
criteria of success of the questionnaire was
85% students liked the applied technique. So, researcher found some problems after
the researcher concluded that the criteria of conducted the test. The problems were: the
success of the questionnaire was not
achieved.
The Reflecting of Cycle One
Reflecting was the activity to analyze
the test result, in order to know the the
students’ development after the researcher
implemented the skimming technique to the
students and also about the problems that
could make failure on the reasearch. After
conducted the test and also scored analyzed
the students’ test, the researcher found that
17% from 41 students who joined with the
test were unsuccessed. It was unsuccessed
because their score can not pass the minimal
score in the criteria of success that shoud be
got. It means that there were 7 students who
got under 80 for the scores. The percentage of
following figure:
THE RESULT OF TEST IN CYCLE ONE
17%
PASSED
FAILED
83%
Figure 4.1 The Result of the Test in Cycle One
The highest score in cycle one was 95
and the lowest score was 65. In cycle one, the
students did not understand well about how to
do skimming, some of the students still read
all of the passage on the text, they did not
apply the skimming technique, the students
were still confused about the material which
gave by the researcher because they just learn
the surface on the previous semester, they
93
complained about the text which so long for would explain the material and the second
them, and they looked unfamiliar with journal meeting to conduct the second test. But, the
article because it was the first time they face researcher made some differences in cycle
for that kind of text. From the result of the two, they were: the lesson plan, the
test, the result of the questionnaire and also material,and the test.
from the problem found, the researcher
The Acting of Cycle Two
decided to open the cycle two because the
Based on the re-planning of the
result of test can not achieve the criteria of
research, the cycle was consisted of two
success, it was only 83% students who passed
meetings. It was the teaching-learning
the test. It means that the criteria of success
activity which already prepared to solve the
did not achieved and cycle one was
problem in the cycle one. In the cycle two the
unsuccessful.
researcher used all of the improvement that
Cycle Two the researcher explained on the re-planning.
The researcher also divided into four The first meeting on this cycle actually was
steps, they were planning, implementing, the third meeting on this reasearch. The fisrt
observing, and reflecting. Here was the meeting was conducted on Monday, 07th
explanation about them: 2018. By doing this cycle, the researcher
wished that the problems were able to be
The Re-Planning of Cycle Two
solved and the number of the students who
It was similar to the cycle one, cycle
failed from the criteria of success was
two was the follow up the cycle one. In cycle
decreased. The activity was eexplained about
two, it consisted of two meetings. The
skimming technique and journal article. The
research was conducted on May, Monday
second meeting was conducted on Thursday,
07th and May, Thursday 10th, 2018. It still
10th of May 2018. The second meeting started
followed by 41 students of 2017 academic
on 10.20 a.m. The activity of meeting two in
year. The time allotment was same, it about 2
cycle two was not different with the cycle
x 50 minutes. The first meeting was for
one. In this meeting, the activity was
explaining and the second meeting was for
reviewed the material about skimming
conducting the test.
technique and journal article and also gave
As done in the cycle one, the
the second test for the students.
researcher divided the activity into three
steps: introduction, main activity, and
closing. In the first meeting the researcher

94
The Observing of Cycle Two The Reflecting of Cycle Two
In the cycle two, the researcher gave Similar with the cylce one, reflecting
the students the material that already changed was the activity to analyze the test result. The
to be easier and also has an additional researcher analyzed the data that the
material about skimming technique. Through researcher gained from the result of the test.
the new explanation from the researcher, the In the second test, there was 1 student who
researcher observed of the students’ response can not achieved more than 80 for the score.
(attention and enthusiactic) on the learning It means that 2% from 41 students who
activity when the researcher taught the class. joined with the test were unsuccessed to pass
The students looked interested to the material the criteria of success. From the data of the
that delivered by the researcher. After they students’ score of cycle two, it also showed
have explanation about journal article, they that 98% of 41 students was get 80 or more
seems like do not afraid again with a long for the test. Almost all of the students
text such as journal article if we understand achieved the criteria of succcess that had
the structure and how to mastering it by using been determined by the researcher. It could
strategy. Through the researcher observed on be concluded that the test in the cycle two
the students’ ability in applying the skimming was successful. This happened because they
technique when the researcher exercized could understand all of the content of the text
them, they had an increasing skill after after they learned the material for twice that
applying the technique. made them easier for answering the question
As the researcher stated above, this in the second test. The researcher presented
research was used the questionnaire as the the presentage in the form of diagram. The
criteria of success. The result was there were diagram could be seen on the following
95% students who says that skimming figure:
technique was easy, it helped them to have
THE RESULT OF TEST IN CYCLE TWO
fast reading, it was an effective reading
technique, and simple to be applied. Besides, 2% PASSED
FAILED
there were 5% students whos said that
skimming technique was difficult, it was
98%
complicated and most of them said that
journal article was too long for them.
Figure 4.2 The Result of the Test in Cycle Two
According to those result, the researcher
could conclude that the criteria of success of
the questionnaire was achieved.

95
 The highest score in cycle two was that the criteria of success was achieved and
95 and the lowest score was 57,5. Besides, cycle two was successful.
the students were have different progresses
for the scores that they got. There was DISCUSSIONS
increasing, decreasing and constance score. Cycle One
There were 41,46% or 17 students who got In this cycle, the researcher explained
increasing score and 41,46% or 17 students about the problems and the treatments that
who got decreasing score. Besides, there the researcher did during the implementation
were 17,07% or 7 students who was of skimming technique to improve the
constance on their score. The researcher also students’ reading comprehension in journal
presented those data in the figure that could article. It also about the success and the
be seen below: failure of this research.
In the first meeting of cycle one, there
were many students who came late in the
class. When the researcher started the class at
08.00 a.m. The researcher lead the students to
Figure 4.3 The Comparison Between Cycle One pray togethen and after that the researcher
and Cyle Two greeted and checked the students’ attendance
In cycle two, the researcher did not list. After the researcher checked the
find a problem when taught them about the attendance list, there were only 23 students
material. It was because the topic was same who came on the class. It means that there
about skimming technique, just has additional were 18 students who came late. The students
material about journal article. The students who came late to the class indicate that those
just combining the previous information from students have low motivation to study.
the cycle one with the new information that According to Sardiman (2008) said that the
the students got in the cyle two. After motivation propelled a human for doing
conducted and analysed the student’s test in something, as the activator, and determine the
the second meeeting, the result was 98% of direction of the deed. As a teacher you could
the students was passed the criteria of give them a short motivation before you
success. So, it means that it more than 85% started the class. Then, the researcher still
students passed the test and according to the continued the teaching-learning process, the
result of the test and the result of the researcher was not waited for the students
questionnaire, the researcher was concluded who came late because it was already planned
on the lesson plan and the researcher do not

96
want to make the time was ran vainly. The
researcher directed the students to the
material that would be discussed. A
professional teacher should create a
condusive, inspirative and communicative
learning, so a proffesional teacher demanded
to has a skill to organize and do the teaching-
learning process in the inside or outside the
class. The comfortable of the classroom could student to be active in the class (Zaini, 2012).
give an influence to the student and teachers’
concentration and productivity in the learning explanation was the indicator that the
activity (Wati, 2018). Because a classroom
which has a good atmosphere would make
the students easy to focus on the object that
was studied. After the researcher got the
students attention, the researcher began to
explain the material about skimming
technique. When the researcher tried to jump
to the next material some of students were
complained that they were unfinished for
taking a note related to the material that the
researcher explained. Because of the
researcher wanted the time run effectively,
the reasercher asked them to not make a note, gave a feedback, asked a challenging
just keep their attention to the
researchers’explanation. The researcher
would give the soft file about the material
after the class. An activity such as taking a
note would split the students’ focus. Paul D.
Diedrich (2011) also stated that the students
activity was only Visual activities, Oral
activities, Listening activities, Writing
activities, Drowing activities, Motor
activities, Mental activities, and Emotional
activities, there was no activity for taking a
note during the teaching-learning process.
After explained all of the material the
researcher came to the section of discussion.
The researcher would answer the question
from the student. It was good to create an
active learning in the class. An active
learning was a learning which invited the
The students’ question related to the teacher
students was have an active role in the class.
Some of the students was asked to the
researcher related to the material. The
researcher answered all of the questions that
asked by some students. After answering all
of the questions, the researcher still gave their
chance to ask a question but they said that
they already understand. So, because the time
was over, the researcher closed the class by
giving them a feedback. According to
Muhibbin Syah dan Kariadinata (2010) stated
that the active teacher was the teacher who
question, and discussed the students’ idea.
After gave the feedback and also the
conclusion of todays’ learning, the teacher
checked the students attendance again to take
attandance the students who came late. After
checking, all of the students were present on
that day. The researcher thanked and greeted
the students to close the class. The class was
ended at 09.40 a.m.
97
 In the second meeting of cycle one, the journal article. They said it was too long
the researcher gave the test to the students to and have so many words in the text. So,
make measure the effect of skimming related to the result of the test which only
technique to improve their reading 83% students who passed the test, the
comprehension in journal article. The result students difficulties on journal article, and
of the test in cycle one showed that 17% of there were some problem which still found by
students was unsuccessed to pass the criteria the researcher, the researcher should
of success. It means that the criteria of conducted the next cycle.
success was can not be achieved. It should
Cycle Two
85% of the students passed the test. The
In this cycle, the researcher made
research was unsuccessful because there were
some re-plannings to resolve the problems
7 students who get score under 80 or in the
that found in the cycle one. The cycle two
other word it was only 83% students who
was the improvement of the cycle one.
passed the test. So, the researcher needed to
In the first meeting of cycle two, the
open the next cycle. The problems found
researcher started the class by lead them to
were the students did not understand well
pray together and after that the researcher
about how to do skimming, some of the
greeted and checked the attendance list. In
students still read all of the passage on the
this meeting the students was came on-time,
text, they not applied the skimming
different with the previous cycle. As the
technique, the students still confuse about the
researcher stated above, the researcher made
material which gave by the researcher
some improvement in the lesson plan, the
because they just learnt the surface on the
material and the test. The researcher still used
previous semester, they complained about
the journal article for the test because it
text which so long for them, and they looked
consider that the students were in the college
unfamiliar with journal article because it was
level. Cycle two was successful beacuse of
the first time they face for that kind of text.
three factors. First was the question was not
After analysing the students’ answer in the
too difficult for the students.
test, the researcher found that the students
Suprihatiningrum (2013) said that material
were bad for determining the topic and the
for studying was a material that must be
main idea, it proved on their score in the
mastered by the students and it able to reach
cycle one. Besides, they also have weak
the purpose of the study. The researcher gave
ability for concluding a text. Based on their
them a material about journal article because
opinion on their answer in the questionnaire,
based on their answer in the questionnaire,
59% students were still difficult for matering

98
most of them said that it was too dicficult for
them. It becomes too difficult for them
because the journal acticle was new material
for them and they were needed more
excercises to make them usual with the
journal article. Yuningsih (2011) stated on
her research that Thorndikes’ theory about
behavioristic which named “Law of Exercise” teaching-learning process run unefficiently.
effective to increase the students’ activities
through drill and practice method. The
exercises was good to make them familiar
with the journal article and easy to
comprehend it. Second was the theme that
used was based on the students’ favorite
topic. The researcher changed the theme of
the journal article that used following the
students’ request on the questionnaire in
cycle one. Sadiman (2012) said that a
material or a media that used in the learning
must be interesting, so the students were
stimulated on studying. The researcher used
the theme about junk food or fast food which
it was the favorite thing of the teenagers on
this era. Besides, Al-Shumaimeri (2006)
stated on his research about content
familiarity, he said that the content familiarity related to a text. In order to make the
facilitated reading comprehension. The
students ability would be performed better in
the familiar text. Third was the journal article to tell the students a material about journal
that used was not too long. The researcher
decreased the number of pages of the journal
article. If in the cycle one the journal article
consisted of 6 pages, in the cycle two the
journal article consisted of 5 pages. The
result of a research by Farboy (2008) stated
that a text which was too long is a problem,
the teacher needed to decrease the number of
the paragraph of the text. A long text would
spend a long time for the students to read it.
According to Silberman (2014), an activity
that spend the time was made the the
The way to choose the appropriate material
according to Nurgiyantoro (2001), the teacher
should pay attention to the 3 of criteria, they
were: the level of difficulty, the content, and
the length or short of the text. The level of
difficulty of the text was measured by the
complexity of the vocabularies and the
structure. The content should be suitable with
the students’ needed and interested. The
lenght of the text that used was better if it
was not too long, or probably about 50-100
word in a paragraph. Actually, how long the
text was not a problem if we use a technique
on our reading. Sutz & Weverka (2009) was
claimed that by using a technique, students
can save the time to not read all of the text,
especially reading for answering question
students felt easy with the the journal article
which has a long text, the researcher wanted
article itself. The researcher explained the
material about journal aticle for it definition,
generic structure, the types and how to apply
the strategies in reading journal article. After
explaining the material, the researcher
99
informed the students if in the next meeting
the researcher would conduct a test again.
Finally, the reseracher closed the class by
giving feeedback and conclusion and then
thanked and greeted the students. The class
was ended at 02.20 p.m.
In the second meeting of cycle two,
the researcher also gave the test to the
students to make measure the effect of
skimming technique to improve their reading
comprehension in journal article after the
researcher was made some improvement.
Before the researcher started the test, the
researcher asked for the students’ readiness
related to test. The students’ readiness was
important on the the process of studying
because it caused a good concentration when
they were acquired and learned a new
infomation (Slameto, 2013). The result of the
test in cycle two showed that 98% (40 out of
41) students was successed to pass the criteria research supported those research that
of success. Only one student who failed on
the test because the student got score under
80. After analysing those students’ answer on comprehension. The result of this research
the test, the researcher found that it was
because the students were did not
concentration on the text. Julianto,
Dzulqaidah & Salsabila (2014) said that
concentration was the important thing in
humans’ live. Without a concentration, it
could decrease and split the attention in order
to understand and comprehend the object
studied. The more students’ concentration in
studying, then would more effective the
learning-teaching process that they did. On
the contrary, if their concentration was low,
so the result of their study was low (Halil,
Yanis & Noer, 2015). For instance, the
question was asked about the paragraph 3 but
the students’ answer was about paragraph 4.
It was totally wrong answer because it was
not the appropriate answer that the question
wanted. According to Hasan (2012), her
research stated that by using skimming
technique could develop the students’
reading comprehension of Iraqi EFL
students. Besides, Hutabarat (2012) also had
the same result on his research. By using
skimming technique, it proved that there was
an improvement on the students test. The
students score was higher than without using
skimming technique. The applying of
skimming tehnique could improve the
students’ reading comprehension. This
claimed if skimming technique could
improve the students’ reading
was showed that skimming technique could
improve the students’ reading comprehension
in journal article text. From the statement
above, it can be assumed that the cycle two
was successful and the research was stopped.
Finally, the researcher concluded that the use
of skimming technique could improve the
students’ reading comprehension at journal
article text in the second grade of STKIP
100
PGRI Pasuruan and it has many advantages researcher should stop the research and do
especially for the learners. not need to continue the cycle.
Besides, this research also uses the
CONCLUSION students’ answer on the questionnaire as the
criteria of success. The result of the
Conclusion questonnaire in cycle one showes that 45%
This research is about improving the students says that skimming technique is
students’ reading comprehension through easy. Besides, there are 17 students who
skimming technique in journal article text. thinks that skimming technique is not easy
Based on the findings and discussions in and not difficult (medium) and 37% students
previous chapter, the researcher concludes says that skimming technique is difficult. It
that students’ reading comprehension in means that the criteria of success of the
jounal article increased by using skimming questionnaire is can not be achieved.
technique. It is proved in the result of the Meanwhile in the cycle two, there are 95%
students’ anwers on the test and the students who says that skimming technique is
questionnaire. easy, it helps them to have fast reading, it is
In the cycle one, there are 83% (34 an effective reading technique, and simple to
out of 41) students who passed the criteria of be applied. Besides, there are 5% students
success. There are 7 students who failed on whos says that skimming technique is
the first test because they are unable to get 80 difficult, it is complicated and most of them
or more for the score. So, the research is said that journal article too long for them. So,
unsuccessful and the researcher still need to it can conclude that the criteria of success of
open the next cycle to decrease the number of the questionnaire is achieved.
the failed students and also the researcher From the statement above, finally the
wants to solve the students problems found in classroom action research is surely proved
the cycle one with made some re-planning in that the skimming technique can improve the
cycle two. Meanwhile, in the cycle two, there students’ reading comprehension in journal
are 98% (40 out of 41) students who passed article at the second grade of STKIP PGRI
the criteria of success. Only one student who Pasuruan in the 2017 academic year.
failed on the second test. So, it means that the
criteria of success is achieved. It shows that
there is an improvement between cycle one
and cycle two,the percentage of the
improvement is about 15%. Furthermore, the

101
Suggestions skimming technique in another English skills
such as speaking, writing, or listening. The
The English Teacher next researcher can improve the way and the
The Engslih teacher must know what material that is used. It can be become a new
the problem that the students’ face truly and finding. Besides, the future researcher also
how to solve it during the teaching-learning able to apply skimming technique in the other
process. The English teacher must consider subject matters, it is not only for English
the students’ capability for comprehending a courses. So, the future researcher can make
text before choosing the text that is used. The an innovation that helps the other teacher
English teacher also must prepare the from another subject matters.
material that has interesting topic and do not
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