THE CORRELATION BETWEEN SKIMMTNG ABILTY AND READING COMPREHENSION OF THE EIGHT GRADE STUDENTS OF JUNIOR HIGH

SCHOOL 13 PALEMBANG

THESIS

By Rachmat

372011120

MUHAMMADIYAH UNIVERSITY OF PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION

ENGUSH EDUCATION STUDY PROGRAM August 2016

THE CORRELATION BETWEEN SKIMMING ABILTY AND READING COMPREHENSION OF THE EIGHT GRADE STUDENTS OF JUNIOR

HIGH SCHOOL U PALEMBANG

THESIS

Presented to Muhammadiyah University Palembang in partial fulfiUmeat of the requirement

For the degree of Sarjana in Englbh Language Education

By Rachmat

37201112$

MUHAMMADIYAH UNIVERSITY OF PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION

ENGUSH EDUCATION STUDY PROGRAM Agii3tns2016

i

This is to certify that Sarjana*s theab of Rachmat has been approved by the Board of examiners as one of the rcqviremcBt far the Sarjana degree in English L4iiiguage Education

Prof. Dr. Rttsmao Roni, M.Pd., Chah-penou

Indah Windra, S.P(L, M.P

Mcyno

• 9resten£aywas a (ksson, tomotww is tfuJutitnL • (Be a hero for yourseff^, yourfomify and the people around yon.

this thesis is deScatedto: • ^Thanhs ^ Alhsh S^^, who cdways Behind me. Ihanh^ god for your

guuhng, Blessing, and everything than you Have given to me so that I can finish my thesis.

• Prophet MuhammadSJifi^, who has let aSMusSmvOo the brightness • My Behfved advisors (Prrf. (Dr. ^jisman ^pni, MJPd and Indah ^^indra

DJi, SdP£.,M(Bd thanhf Jbr your advices, vahiaBle input and guidance untifI can finish my thesis.

• My htvefy parents, father 0lhn)berwira and mother MiBarti whoaharp tafy care of me, reminds me to have Breah^time in doing thesis and support me tn prayer.

• My dearest sister and Brothers : Atfiri Wgaya, bitriani S.*Kfim, SeprianS bizia MuhhamadAgung butm thanhi to support, pray, and hove.

• My Beloved lecturers at Vniversiiy ofMuhanmuuhyah (PalemBang. • My green campus andrayalmamaterZOlt • ABCof Bigfamdy ̂ nghsh class 0.1hanh§for giving me support • AlCofmy Bestfiiends (Bdo (Bogus bramono, Icha Aeggromi, Ayu Suzzana,

tiinus Oh$ariansyah, Oepi ^fish} M^gaya, ^Cudhistrm, ^pyenArdd ^ynada, Sufyisno, Otyo gildng brasetyo) thanh§ to you Because dove, hfi, support, miracle, mad. Cough, sad means everythmgs to me.

• lhanhi ^ ^ll^^f^) ̂ support me,(6ve me,andeverthmgs what you do forme.

• AH qfn^fiiendsinbttgBshAond

ABSTRACT

Rachmat , 2016. The Correlation between Skimming Abilty and Reading Comphrehension of the Eight Grade Students of Junior High School 13 Palembang. Thesis, English Education Study Program, Sarjana Program, Sarjana Degree (SI), Faculty of Teacher Training and Education Muhammadiyah University of Palembang, Advisors : (1) Prof. Dr. Rusman Roni, M.Pd, (2) Indah Windra DA, S.Pd, M.Pd.

Key words : reading comprehension, skimming ability.

The problem of this thesis was ; Is there any correlation between skimming ability and reading comprehension of the Eighth grade students of Junior High School 13 Palembang?. Therefore, the objective of this research to find out whether or not there is correlation beteen skimming ability an reading comprehension of tghe eight grade students of junior high school 13 palembang. The samples was taken fit)m one class. It was 40 students taken took by using confenience sampling. The correlation coefficient (r^y) was 0.220. At the significance level p

ACKNOWLEDGE

Alhmadulillah, praise be to Allah SWT for blessing and Guidance, so that the researcher finally could finish this thesis entitled "The Correlation between Skimming Abilty and Reading Comphrehension of the Eight Grade Students of Junior High School 13 Palembang" It was written to fulfill one of requirement for the Sarjana Degree exammation at the English Study Program, Muhammadiyah University of Palembang.

In finishing this thesis, the researcher got helps, guidance and advice He was deeply indebted to her beloved advisor Prof. Dr. Rusman Roni, M.Pd and Indah Windra DA, S.Pd, M Pd for their extremely valueable comments encouragement, and suggestion in writing this thesis.

In collecting the data of this thesis, he had been fortunate to have encouragement and guidance from the headmaster and the Dean of Faculty of Teachers Training and Education and staff. On this special oppurtinity he would also like to express his deepest gratitude to his beloved father (Perwira) and Mother (Miliarti).

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Futhermore, his deepest appreciation went to the all of her lecturers who had given spirit and motivation in fmishing this thesis.

Finally, it was hoped that this thesis might give some benefits to all of us

Palembang, January 2016 The Writer

R

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CONTENTS

Pages TFTLE PAGE i AGREEMENT PAGE ii APPROVAL PAGE in DEDICATION AND MOTTO iv ABSTRACT v ACKNOWLEDGEMENTS vii CONTENTS w LIST OF TABLES xi LISTOF APPENDICES xii

CHAPTER I INTRODUCTION 1.1 Background of study 1 1.2 Problem of the Study 3 1.2.1 Identification of the Problem 3 1.2.2 Limitation of the Problem 4 1.2.3 Formulating of the Problem 4 1.3 The Objective of the study 4 1.4 Significances of the Study 4 1.5 Hypotheses of the Study 5

CHAPTER n LITERATURE REVIEW 2.1 The Concept of Reading Comprehension 7 2.2 Kinds of Reading Comprehension 14 2.3 Kinds of Reading Strategies 16 2.3.1 Advanteges and Disadvanteges of using Skimming Ability

In Reading 18 2.4 Concept of Skimming Ability 18 2.5 Related Previous Study 20

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CHAPTER i n RESEARCH DESIGN 3 1 Method of Research 21 3.2 Population and Sample 21 3 .3 Technique of the Data Collection 23 3.4 Technique of Data Analysis 25 3.4.1 Percentage Analysis 25 3.4.2 Pearson Product Moment Correlation Coefficient 25

CHAPTER IV FINDINGS AND INTERPRETATION 4.1 Findings of the Research 26 4.2 Statistical Analysis 29 4.3 Interpretations 31

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions 32 5.2 Suggestions 32

REFERENCES 33 APPENDICES 34

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LIST OF TABLES AND CHART

Table Pages 1. Population of the Study 22 2. The Sample of the Study 23 3. The specifrtation of test 24 4. The Score Distribution of the Reading comprehension Test 26 5. The Score Distribution of the Skimming Questionnaire 28 6. The Descriptive Statistic 29 7. The Correlation 30

Chart 1 Reading Comprehension Test Contribution 27 2. Skimming Questionnaire Contribution 28

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LIST OF APPENDICES

Appendices Pages 1. Surat keputusan pembimbing skripsi 34 2. Usui judul skripsi 35 3. Undangan simulasi proposal 36 4. Daftar hadir dosen pembimbmg 37 5. Daftar hadir simulasi proposal penelitian 38 6. Laporan kemajuan bimbingan skripsi 49 7. Surat keterangan pertanggung jawaban penulisan skripsi 40 8. Curriculum vitae 41

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CHAPTER I INTRODUCTION

This study consists of (1) background of the study, (2) limitation of the problem, (3) formulating of the problem,(4) objective of the problem, (5) significance of the problem and (6) hypothesis of the study

1.1 Background of the Study English is considered more important to develop the students as the

young generation, especially in the era in which we are facing the globalization and claimed to able to use modem technology. In addition, the mastery of science and technology can be done with the help of English.

The objective of teaching English to Indonesian students is that the students are able to comunicate in English both orally and in writing. To achieve the objective, the students should have four language skills, namely listening, speaking, reading and writing (saleh, 1997 : 126)

One of the English skills is reading, reading is a skill that is used in all subjects, in the school students learn about reading so that they can understand what they learn and obtain information about subjects that help them to develop their skills According to Amoush (2012:714), "reading is neccesary skill that any learner needs". Reading is process to know story away from story material and to understand what is written in text and

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comprehension means There are many benefit that we can get fi"om reading. It gives us the basic information about the world around us. It also make us want to learn more

Comprehension is defined as the process in which the reader construct the meaning as closely and appromximately to the author's meaning by using cues and prior knowledge to infere the meaning (Rahayu, 2009). comprehension is an important aspect because the goal of reading is to get the idea from the text. In other words, comprehension is important in reading process.

Strategies is the plan or the way that used by readers or students to reach certain goals. So that the students get understand about material that be a goals, and students can develop their ability. According to (Paris, Lipson, & Wixson, 1983) A strategy is a plan selected deliberately by the reader to accomplish a particular goal or to complete a given task. When students are able to select and use a strategy automatically, they have achieved independence in using the strategy. Along with the strategies that expert readers use, they also use a number of comprehension and study skills. It is clear from research that readers develop the use of strategies and skills by reading and writing and being given the support they need to grow in these processes (Wells, 1990). Reading strategies is the way to get know how to learn skill in the reading,to make students understand about reading and can help students communicated with others. Students

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can apply it in the school Reading has many functions for students to be better in use a language and communicated

The writer chose the title because the writer wanted to know the correlation between skimming ability and reading comprehension achievement, because the writer did teaching pratice (PPL) at that school. The writer felt comfortable because the teachers and students had a good communication.

So, based on the description above, the writer tried to conduct a research entitled " The Correlation between Skimming Abilty and Reading Comphrehension of the Eighth grade students of Junior High School 13 palembang "

1.2. Problem of the Study The problem focuses on the terms of the identification of the

problem, limitation of the problem, and formulation of the problem.

1.2.1 Identification of the Problem All of the students surely have the different ability in reading

comprehension, and also in skimming ability. The main problem of this study deals with finding the correlation between skimming abilty and reading comprehension of the students with test.

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1.2.2 Limitation of the Problem This study focuses on the correlation between students' ability in

reading comprehension and the students' skimming ability of the Eighth grade students of Junior High School 13 Palembang.

1.2.3 Formulation of the Problem The problem of this study is '* Is there any correlation between

skimming ability and reading comprehension of the Eighth grade students of Junior High School 13 Palembang?".

1.3. The Objective of the Study The objective of the study is to find out whether or not there is a

correlation between skimming ability and reading comprehension of the Eighth grade students of Junior High School 13 Palembang.

1.4. The Significance of the Study The result of this study is expected to be give meaningful

contribution : a. For the writer

By writing this thesis he get many experiences and increase knowledge.

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b. For teachers Hopefiilly can promote the contribution for improving the reading comprehension by using skimming ability.

c. For students Hopefully the other students would had better knowledge about reading comprehension,

d. For researchers The result of this study expected to be useful in providing the reference and add their knowledge about the correlation between skimming ability and reading comprehension.

1.5. The Hypothesis of the Study According to Arikunto (2011:113), hypothesis is a tentative answer

to research problem. The hypothesis of this research consists of two hypothesis : they are null hypothesis (Ho) and the alternative hypothesis (Ha). The hypothesis is this study are follows :

Ha : There is a high correlation between skimming ability and reading comprehensing of the Eight grade students of Junior High School 13 Palembang.

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Ho : There is not a high correlation between skimming ability and reading comprehensing of the Eight grade students of junior high school 13 Palembang.

CHAPTER II LITERATURE REVIEW

This chapter consists of (1) Concept of Reading Comprehension, (2) Kinds of reading comprehension, (3) Kinds of Reading Strategies, (4) Concept of Skimming Ability and (5) Related Previous Study

.2.1. Concept of Reading Comprehension

Acccording Keith Rayner, Barbara Foorman, Charles Perfetti, David Pesetsky, and Mark Seidenberg (November 2001:31-74), Reading comprehension is defined as the level of understanding of a text/message, Tompkins. (2011:37) This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message. Comprehension is a "creative, multifaceted process" dependent upon four language skills: phonology, syntax, semantics, and pragmatics Tompkins. (2011:37) Proficient reading depends on the ability to recognize words quickly and effortlessly According Adams, Marilyn McCord (1994) It is also determined by an individuaTs cognitive development, which is "the construction of thought processes" Some people learn through education or instruction and others through direct experiences Tompkins. (2011:5).

There are specific traits that determine how successfully an individual will comprehend text, including prior knowledge about the subject, well developed language, and the ability to make inferences. Having the skill to monitor

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comprehension is a factor: "Why is this important?" and "Do I need to read the entire text?" are examples. Lastly, is the ability to be self-correcting to solve comprehension problems as they arise.

According Cain, Kate; Oakhill, Jane (2009: 143-175). Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and their associated sounds. This theory was first identified by Fergus I. M. Craik and Robert S, Lockhart.

The primary purpose of reading is comprehension. Comprehension is a constructive, interactive process involving three factors - the readeer, the next and the context (gunning, 1992:188). Pretorius (2003:2) states :

Comprehension is the overall understanding process whereby meaning is constructed within sentences and across larger units of text contributing to the meaning of the text as a whole

There are four basic levels of comprehension identified from Barnet Taxanomy of Reading Comprehension (Wilhelm, 1995:2).

Level 1: Literal Recognition/Recall

This literl level is the lowest cognitive level, at which the reader understands

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sequence,using context clues to determine meaning,summarizing the main idea when this is not explicitly stated in the text,and making generalizations.

(3) Critical Reading : reading beyond the lines. This level of comprehension involves identifying relevant an irrelevent information,understanding the reliability of an author,ifferentiating facts and opinions,separating real and unreal communication.

(4) Creative Reading refers to the use of divergent thinking skills to go beyond literal.interpretation and critical reading comprehension levels. In creative reading,the reader tries to come up with new or alternate solutions to those presented by the writer.

Allan and Smith (1990:205) state that reading comprehension is the understanding,evaluating and utilizing of information an ideas gained through an interaction between reader and author Bromley (1992:209) defines reading comprehension as an active cognitive process that requires the construction of meaning from incoming information and prior knowledge.

In this research,the writer focused on literal comprehension,referentiaI comprehension and critical reading because college students should understand these three levels of comprehension.

One's reading comprehension is affected by some factors. Lapp and Flood (1986) cited in Cheeck,Flippo,and Lindsey (1989:150-154) state that there are

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likely to ask what it means, which is fine as long as an informant is available, but not practical as the basis for interdependent study. After that, most of the students turn to dictionaries. This is very natural and in some circumstances advisable But in fact, one of the first things to be said about a dictionary is "Don't use it too much". Students who keep working up new words read not that effectively. Every time we break off to consult a dictionary, you slow down our reading and interrupt our thinking; it would be idiotic to ban the use of dictionaries

2.5. Related Previous Study

The previous study here was written by Misbahudin (2011), the thesis is entitled "the correlation between skimming abilty and reading comprehension of the eight grade students of junior high school 10 Palembang"

Misbahudin's thesis has a similarities and differences, the similarity of writer Misbahudin thesis used experimental method, and the differences between Misbahudin's used topics "A Holiday Trip" and writer use "The Smog Is Dangerous For Health" as a topic reading. The location of the research is also different.

eight factors that affect one's reading comprehension. Figure I shows these factors

Figure 1 : Factors that affect reading comprehension

(1) Cognitive Experience Cognitive experience is a critical faaor in all aspects of learning and it is crucial to reading comprehension. One who has good cognitive experience will have better capability in analyzing and interpret texts and questions.

(2) Sociocultural Factors

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Students with different cultural and language perpectives may have difficulties in understanding reading texts of the language they learn. Those whose family more on written communication and have more access to standard English might be better than those who do not. In addition, socioeconimic bacckgrounds also influence one's comprehension in reading For example, students from lower socioeconomic backgrounds might have less contact with books in their homes than those who are from upper socioeconomic backgrounds. This low frequency of contact, at the end to influence their comprehension in reading.

(3) Experiental Background One who has a lot of experience will have oppotunity to be sucessful. One's experiences will help him to understand the reading texts because he has already had concepts of many things related to the texts.

(4) Prior Knowledge Prior knowledge is a factor that is closely related to experiential background and crucial for the students to understand what is being read.

(5) Interest One of the most important factors that affect one's comprehension is interest or motivation toward what one is reading. If one lacks interest or motivation, one will tend to have poor concentration an less comprehension.

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(6) Reading Purpose

Student's purpose for reading or the purpose teachers give to them for reading also affects comprehension. Setting a purpose for reading enable the students to acivate their background experience an to bring their prior knowledge to the reading task. When the students are aware of why they are reading, they will understand more and derive more enjoyment from reading.

(7) Linguistic Experience Linguistic experience consists of syntactic, semantic, phonological, morphological, and pragmatic knowledge This knowledge is a key factor in learning to be a successful reader. One should know sounds, words, sentences, structures, and meanings presented in a text to understand the text.

(8) Reading Rate Reading rate refers to the speed of oral and/or silent reading in terms of words per minute. A proficient reader must have the ability to identify the words with high speed but no loss of his basic comprehension. High speed in reading is important for the improvement of comprehension. Many readers can increase their comprehension because they can concentrate better at higher speed.

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2.2 Kinds of Reading Comprehension

Kinds of Reading Comprehension There are many different kinds of reading, each requiring different approaches, techniques and levels of concentration. Some of the different types of reading people may use are listed as follows: a) Reading for enjoyment - light reading (e.g. magazines, novels). This requires a minimum of effort and little concentration

h) Reading for an overview or exploratory reading, involves skimming or pre-reading a book or journal to get the general idea of the topic. This is the sort of reading used when looking through a book before deciding whether or not to take it out of the library to read in greater detail.

c) Revision reading - re-reading materia! which you are already familiar with. Revision reading is used to test information recall

d) Search reading - reading to locate specific information or an answer of a particular question; A trivial example of this technique is looking for a phone number in a telephone directory. You are not interested in reading all the names and numbers in the phone book but just the one you are looking for. All the other irrelevant information can be ignored.

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e) Reading for mastery - reading to obtain det^led information and an understanding of a text, usually slow, careful and repeated reading requiring more intense concentration

f) Critical reading, means reading to assess or review ideas. This also involves intense concentration. Critical reading requires that you distinguish between opinions, assumptions and fact, and recognize fallacious or illogical reason, false statement, emotional language, understatement, overstatement, irony, satire and omission of information.

g) Proof reading, refers to reading to correa grammar, spelling, punctuations. This requires meticulous attention to details. This is the final step in preparing any written work.

The categorized reading comprehension into four categories namely, literal reading, interpretive reading, critical reading, and creative reading.

a) Literal Reading Reading for literal comprehension involves acquiring information that is directly stated in a selection. Answer to literal question simply demands the students from memory what the book says. Literal comprehension is the lowest level type understanding.

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b) Interpretive Reading The imperative involving reading between the lines or making is not directly stated in the text, but suggested or implied. Interpretive levels of reading comprehension go beyond literal comprehension.

c) Critical Reading Just like the meaning of the critical reading revealed before, Bum views that the essential reading is evaluation of the ideas in the materials with known standard and conclusion about accuracy appropriateness. In the critical reading, a reader must be collected, analyze and synthesize the information.

d) Creative Reading The creative reading involves going beyond the material presented by the author creative and requires the students to think as they read and to use their imagination In creative reading, the reader tries to come up with a new or alternative solution to those presented by author. Based on several definitions above, the researcher concludes that reading comprehension means the understanding, evaluating, utilizing of information gained through symbol of the text that involves any level concentration.

2.3 Kinds of Reading Strategies

Kinds of Reading Strategies, there are many different kinds of reading strategies. Some of the different types of reading strategies people may use are listed as follows:

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a) Scanning : rapid reading assisted by key words to locate specific pieces of info for research review. Gets info that answer what, who, when, where, and how.

b) Skimming : rapid reading focusing on the title, headings, topic sentences, sign posts to get the main idea.

c) Exploratory Reading : aim to get a fairly accurate picture of a whole presentation of ideas , how the whole selected is presented.

d) Study Reading : the reader must gets a maximum understanding of the main ideas and their relationships.

e) Critical Reading : question, analyze and evaluate the text. Use the critical thingking skills to differentiate facts and opinions, recognize author's purpose in writing, make inferences about purposes and characters, recognize the author's tone in writing, recognize persuasive technique or propaganda designe to sway you to believe,

f) Analytical Reading : careful attention to each word and it is importance in relation to other words in the sentence of the paragraph.

g) Evelopmentai Reading : when a reader is under a comprehensive reading program that lets him go through stages and monitors him closely

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2.3.1 Advanteges and Disadvanteges of using Skimming Ability in Reading

Advantages of skimming :

a) It will make students aware of the benefits of the information available in reading materials both authentic and inauthentic because this technique also prepares the students to be independent reader,

b) It will make students aware of reading strategy is used to find the stated and unstated information in certain text as this technique does not only focus on asking the students to do reading test but also focus on equipping the students with the technique used in different texts.

Disadvantages of skimming :

a) It will take time if the teacher does not allocate the time appropriately. Moreover, if the students have many problems in reading and the teacher does not prepare for the solution, the teacher will need time to think of the various solutions.

b) It will possibly make the teacher need to prepare students to face the possibility of the occurance of many question types.

2.4. Concept of Skimming Ability

The ability to speed read is an important skill in today's world, where whether we are students or at work. We are often expected to read hefty amounts

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of materials on a daily basis. As a result, improving our speed read training technique is something each and every one of us should not only do but maintain It is an almost instinctive reaction to think that reading faster equates with comprehending with less empirical evidence. However, seems to indicate otherwise - individuals who comprehend what they have read as those who read too fast.

The biggest hurdle in speed reading very often, when pursuing materials relating to improving our speed reading skills. We will see comments to the effect that vocalization is the biggest hurdle in speed reading We'll need to overcome this practice if we want to significantly increase our reading speed It is the basic skill for college students including foreign language learners. Reading ability generates learning power that helps students know themselves and others better as well.

The importance of ability includes three parts. First, reading ability generates learning power that helps you know yourself and others better. Second, reading power activates learning power. An individual with know-how is more worth than one without know-how It helps you in two ways, getting a better job and succeeding on a job Third, reading power is also yearning power, serving as a catalyst for creativity.

Skimming means pass or glance over lightly or in a superficial manner. Many students probably consider that their main problem in reading is not having a big enough vocabulary Students who meet a word they cannot interpret are first

CHAPTER i n RESEARCH PROCEDURE

This chapter consists of (1) Method of research, (2) Population and sample, (3) Technique for collecting data, and (4) Technique for analyzing data

3.1. Method of Research

This research focuses on students' frequency of skimming ability and students' reading comprehension. This research is qualitative approach with correlation method. Correlation method most approtiate for this study, because it use two variables to find out the relationship between students' skimming ability and students' reading comprehension and show if they have any positive or negative relationship and examining hypothesis.

3.2. Population and Sample

3.2.1 Population

Nunan (1992:231) defines that population was all cases, situations or individuals who share one or more characteristic. According to sugiyono (2008:11) states that population is generalization that composed of the subject or object that has certain qualities and characteristics of the applied researcher to learn and then be concluded.

The population was took in the eighth grade students of the Junior High School 13 Palembang in acedemic 2015/2016 of seven classes. The numbers of

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population of the eighth grade students of the Junior High School 13 Palembang are 280 Table 1 show the population of this research.

Table 1 : The Population of the Eigth Grade Students of the State Junior High School 3 Palembang

Classes Students VIII.l 40 VIII.2 40 VIII.3 40 vin.4 40 VIII.5 40 VTn.6 40 vin.7 40

Total 280

Source : The the State Junior High School 3 Palembang.

According to Suharsimi Arikunto (2006:1334), Sample is a part of population which his same characteristics. There are two ways in selecting a sample. First, if the population is less 100, all population can be sampled. Second, if the population is over 100, the researcher can take 10%-15% or 20%-25% from all population as a sample.

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Table 2 : The Sample of the Eigth Grade Students of the State Junior High School 3 Palembang

Classes Students VIII 3 40

Source : The the State Junior High School 3 Palembang,

3.3. Technique of the Data Collection

For this study, the writer used two instruments, to collect the data and test

1 Questionnaire

Ridwan (2009:25) defines that questionnaire is a list of questions povided to others who are willing to respond (respondents) as requested by the researchers. They are kinds of questionnaire, they are open and enclosed questionnaire.

In this case, it use the questionnaire enclosed is questionnaire that presented in a form such that the respondents are asked to choose one answer that suits that characteristics of him by giving the sign checklist (V).it use questionnaire to get the data student' frequency of reading short story by skimming.

2. Ready made test

Test is a series of questions or exercises that are use to measure the skills of knowledge, intelegence, ability, or atitude of the individual or group. Beside the questionnaire the writer also use observation and test to collect the data in

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order to make the data research better.the skimming test is in the form multiple choice tests that consist of alternative answers and the spesific word.

A standardized test is any test that is administered and scored in a consistent manner to ensure legal defensibility Standardized tests are often used in education, professional certification, psychology (e.g., MMPI), the military, and many other fields.

A non-standardized test is usually flexible in scope and format, variable in difficulty and significance. Since these tests are usually developed by individual instructors, the format and difficulty of these tests may not be widely adopted or used by other instructors or institutions, a non-standardized test may be used to determine the proficiency level of students, to motivate students to study, and to provide feedback to students. In some instances, a teacher may develop non-standardized tests that resemble standardized tests in scope, format, and difficulty for the purpose of preparing their students for an upcoming standardized test.

Table 3. The Spesification of the Test Instrument

Objective Material Indicator Total items Type of Test

Reading to Some texts The students are 20 Multiple understand and able to : - choice response and the answer the response of the questions based various meaning in on the text the text. Fluently, accurately, and acceptable in descriptive text. Total 20

3.4. Technique of Data Analysis

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To find out whether there was a significant correlation between the skimming ability and reading comprehension of the students Junior High School 13 Palembang, the writer used the Pearson Produa Moment Correlation Coefficient.

3.4.1 Percentage analysis

Percentage analysis is the method to represent raw streams of data as a percentage (a part in 100 - percent) for better understanding of collected data The calculation will be done by using SPSS. This analysis will be used in order to find out the correlation between skimming ability and reading comprehension of the students. Finnaly the writer will find out does the students that have high skimming ability score better in reading comprehension.

After looking at the result of SPSS the students difficulties show by using percentage analysis There are two scores in this study, scores of skimming ability (variable X) and scores of students reading comprehension (variable Y). In analyzing the data, the writer used the correlation analysis to find out the correlation coefficient between variable X and variable Y.

3.4.2 Pearson Product Moment Correlation Coefficient

In this study writer used Pearson Prouct Moment Correaltion Coefficient To know the correlation of Reading ability and Skimming Skill and used SPSS version 16 0. So, writer can describe the result of this reserach by SPSS table.

CHAPTER IV FINDING AND INTERPRETATION

This chapter present: (1) the findinggs, (2) the statistical analysis, and (3) the intrepretation of the research.

4.1 Finding of the Research

The findings of this research were (1) the result of the reading comprehension test, and (2) the result of the skimming test

4.1.1 Result of the Reading comprehension Test

The highest score of the reading comprehension test was 90, the lowest score was 75, and the mean score was 82.62. Table 4 shows the score distribution of the reading comprehension test. Figure 1 shows the histogram of the score distribution of the reading comprehension test.

Table 4 The Score Distribution of the Reading comprehension Test

Score Range Category Frequency Percentage 8 6 - 1 0 0 Very good 4 10% 7 1 - 8 5 Good 36 90% 56- 70 Average 0 0% 4 1 - 5 5 Poor 0 0% 1 - 4 0 Very poor 0 0%

Total 40 100%

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Table 4 indicates that 4 students (10%) were in very good category, 36 students (90%) was in good category, 0 student (0%) was average category, 0 student (0%) was poor category, and 0 student (0 %) was in very poor category.

Chart 1. Reading Comprehension Test Distribution

reading score

95 90 85 80 75 70 65

a reading score

1 2 3 4 5 6 7 8 910111213141516171819202112232425162728393031323334353637383940

4.1.2 Result of the Skimming Questionnaire

The highest score in the skimming questionnaire was 24, the lowest score was 17 and the mean score was 19.42. Appendix H gives the complete result of the skimming questionnaire. Table 5 shows the score distribution of the skimming questionnaire. Figure 2 shows the histogram of the score distribution of the skimming questionnaire.

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Table 5 The Score Distribution of the Skimming Questionnaire

Score Range Category Frequency Percentage 2 1 - 2 4 Very good 10 25% 1 7 - 2 0 Good 30 75% 1 3 - 1 6 Average 0 0% 9 - 1 2 Below Averange 0 0% 5 - 8 Poor 0 0% 0 - 4 Very poor 0 0%

Total 40 100%

Table 5 indicates 10 students (25%) were in excellent category, and 30 (75%) students were in very good category, 0 student (0%) was in average category, 0 student (0%) was in below average category, 0 student (0%) was in poor category, and 0 student (0%) weas invery poor category.

Chart 2. Skimming Questionnaire Distribution

skimming score

30

25

• skimming score

1 2 3 4 5 6 7 8 9 10111213141516171819202122232425262728293031323334353637383940

20

15

10

5

29

4.2 Statistical Analysis To find out whether or not there was significant correlation between the

two variables, the writer used pearson product moment correlation coefficient formula. The calculation was done by using statistical package for social sciences (SPSS) computer program. The following tables show the descriptive statistics and the correlation between two variables.

Table 6 The Descriptive Statistic

statistics READINGSCORE QUESTIONNAIRE

N Valid 40 40

Missing 0 0 Mean 82.62 19.42

Median 85.00 19.50

Mode 85 20 Std. Deviation 4,081 1.866

Variance 16.651 3,481

Range 15 7 Minimum 75 17 Maximum 90 24 Sum 3306 777

From the table above, it was found in reading score that scores' mean was 82 62, this score was called the average of the test result, median was 85.00, mode score was 85, standart deviation was 4.081, minimum score was 75, and maximum score was 90.

30

In questionnaire score that scores' mean was 19.42, this score was called the average of the result, median was 19 .50, mode score was 20, standart deviation was 1.866, minimum score was 17, and maximun score was 24.

Table 7 The Correlation

Correlations

reading_score Skimming questioonaire

reading^score Pearson Correlation

SIg. (24ailed)

Sum of Squares and Cross-

products

Covanance

N

649.375

16,651

40

,220

.002

65.375

1.676

40

questioonaire Pearson Correlation

Sig. (2-tailed)

Sum of Squares and Cross-

products

Covahance

N

.220

.002

65.375

1.676

40

1

135.775

3.481

40

Table 7 showed that the correlation coefficient (r^y) was 0.220. At the

significance level p < 3.044 in one-tailed testing with N = 40, because the

significance was 0 220 was lower than 3.044, it meant that there was no high a

31

significant correlation between the skimming ability and the reading comprehension ability of the Eighth Grade Students of Junior High School 13 Palembang.

4.3 . Interpretation of the Research

The result of the data analysis showed that the correlation coefficient was +0.220. It was no a high correlation. It means that the students who got high scores in the skimming ability tended to get high scores in the reading comprehension test. On the contrary, the students who got low scores in skimming ability tended to get low scores in the reading comprehension test In other word, a reader should have skimming ability in order to comprehend a reading text effectively.

Besides, since the value of r-table was higher than the critical value of r-obtained (0.220 < 3.044), the null hypothesis (Ho) was accepted, the research hypothesis (Hi) was rejected and consequently It meant that there was no high a significant correlation between the Skimming Abilty and Reading Comprehernsion at the eight grade students of Junior High School 13 Palembang.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter gives the information of the research and offers some suggestions to the lecture and the students of English Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah University.

5.1 Conclusion

The result of the test showed that most of the students were in good score. The mean score of the reading comprehension test was 82 .62 and the mean score of the skimming questionnaire was 19.42. Based on the result of the statistical analysis, the correlation coefficient was + 0.220. It showed that there was no high correlation or in other word, there was a very weak correlation between skimming ability and reading comprehension.

5.2 Suggestion

The writer would like to offer some suggestions to the teacher and the students of Eighth grade of Junior High School 13 Palembang. The teacher of Junior High School 13 Palembang should (1) Hopefully can promote the contribution for improving the reading comprehension by using skimming ability, and (2) give various levels of reading comprehension materials in order to improve the student' reading comprehension. The students should read a lot of books and articles to improve their reading comprehension.

32

33

REFERENCES Adams, Marilyn McCord (1994). Beginning to read: thinking and learning about

prim Cambridge, Mass: MIT Press. ISBN 0-262-51076-6. OCLC 62108874

Arikunto (2010). Prosedur penelitian suatu pendekatan praktik, Jakarta : PT Asdi Mahasatya,

Cain (2009). "The behavioral and biological foundations of reading comprehension". Guilford Press: 143-175.

Dan Bell (2009:68) The GRE Handbook - The How to on GRE, Complete Expert's Hints and Tips Guide by the Leading Experts, Everything You Need to Know about GRE.

Keith, Barbara Foorman, Charles Perfetti, David Pesetsky, and Mark Seidenberg (2001). "How psychological science informs the teaching of reading". Psychological Science in the Public Interest 2 (2): 31-74. doi: 10.1111/1529-1006.00004.

Nunan (1992) , research methods in language leaming,Cambridge: Cambridge university Press.

Pressley (2006). Reading instruction that works: the case for balanced teaching. New York: Guilford Press. ISBN 1-59385-229-0. OCLC 61229782.

Sherry (2007). "Reading comprehension strategy instruction and attribution r draining for secondary students with disabilities". Dissertation Abstracts: Humanities and Social Sciences 68 (3-A): 949.

Saleh, Yuslizal. 1997. Methodology of TEFL in the Indonesia Book I. Palembang, Sriwijaya University.

Tompkins, G.E. (2011:249). Literacy in the early grades: A successful start for prek-4 readers (3rd edition), Boston, Pearson.

UNIVERSITAS MUHAMMADIYAH PALEMBANG FAKULTAS KEGURUAN DAN ILMU PENDIDIlvAN

S'i'A'rUS DiSAMAKAN / TERAKREDi rASI Alamat : Jin. Jcnd. Ahmad Yani 13 Ulu Palembang Telp. (071 I) 5I0S42.

Fax (0711) 513078, ii-mail: fiiip iimp@yahoo.coin

K E P U T U S A N D F K A N F A K U L T A S K E G U R U A N DAN iLMU PENDID IKAN

U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G • Nomor: 1 2 0 / G . 1 7 . 2 / K P T S / F K I P UMP/X/2015

Tentang

Pengsngkatan Doson Pembrmb ing Penu l i san Skr ips i M s b a s i s v / s F K I P Un ivers i tas M u h a m m a d i y a h Pa lembang

MEMPERHATIKAN; Hasil Rapat Pimpinan diperluas Faku l tas Keguruan dan llmu .^endidikan Universitas Muhammadiyah Palembang tentang pembimbing penulisan skripsi

MENIMBANG. a, bahwa untuk kelancaran m a h a s i s w a F K I P UMP dalam menyelessikan program

studinya, diperlukan pengangkatan dosen pembimbing penulisan skripsi; b. • bahv^a sehubungan dengan bullr a di etas, dipandang perlu diterbltkan sural keputusan

pengangkatan sebagai landasan hukumnya.

MENGINGAT: 1- Piagam Pendirian Universitas Muhammadiyah Palembang Ncmor: 036/111,SMs.79/80; 2. Qaidah Perguruan Tinggi Muhammadiyah, 3. UU Rl Nomor 20 tahun 2003, tentang S is tem Pendidikan Nasionai; 4. Peraturan Femerintah Nomor: 66 Tahun 2010, tentang Pengelolaan d a n

Penyelenggaraan Pendidikan; 5. Keputusan MPT PPM Nomor: 173 / /KEP/ t .3 /C /2011, tentang Pengangkatan Dekan di

Lingkungan Universitas Muhammadiyah Palembang. *

M E N E T A P K A N P a n a m a

Kedua

M E M U T U S K A N Mengangkat dan menetapkan dosen pembimbing penulisan skripsi mahas iswa FKIP Universitas Muhammadiyah Palembang

Nama NIM Dosen Pembimbing

Rachmat 372011120 1. Prof. Dr. R u s m a n , M.Pd,

2. Indah Windra D.A. S.Pd., M.Pd.

Keputusan Ini berlaku se jak tanggal 1 Oktober 2015 sampai dengan 30 Aguslus 2016 dan merupakan surat keputusan perpanjangan yang kedua, dengan ketenluan bahwa s e y a i a sesuatu^ akan diubah dan/atau diperbaiki sebagalmana mestinya apabi la terdapat kekellruan dalam keputusan ini.

Ditetapkan di ada tanggal

Pa lembang 18 Dzulhijah

1 Oktober 1436 H. 2015 M.

Dra. H. Erwin Bakti, M.Si. NBM/NIDN : 844147/0010016001

Tembusan: 1. Ketua Program Studi 2. Dosen Pembimbing

mailto:iimp@yahoo.coin

I

UNIVERSITAS MUHAMMADIYAH PALEMBANG FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Alamat : Jin. Jendral Ahmad Yani 13 Ulu Palembang Telp (0711) 510842 Fax : (0711) 513078, F.-mail : fkip_ump@yahoo.com

Nama NIM Program Studi Jurusan

Usui .fudul Skripsi Rachinal 372011120 Fakuitas Keguruan dan Umu Pendidikan Pendidikan Bahasa Inggris dan Sastra

Judul Skrip.si 1 THE CORRELATION BE1YVEEN SKIMMING ABILITY AND READING COMPREHNSION O F THE EIGHT GRADE STUDENTS OF JUNIOR H I G H SCHOOL 13 PALEMBANG

2 AN ANALYSIS O F THE STUDENTS. E R R O R S IN USING LNFLECTIONAL MORPHOMES " S " AND " E S " OF THE EIGHT GRADE STUDENTS O F JUNIOR HIGH SCHOOL 13PAIEMBANG

3 AN ANALYSIS ON THE USE OF T H E PRONOUN IN WRITLNG RECOUNT TEXTS BY T H E TENTH GRADE STUDENTS OF SENIOR HIGH S C H O O L 18 PALEMBANG

Palembang, 5 oktober 2015 Mahasiswa yang mengusulkan

Rachmat 3iusuikan judul nomor : 1 (satu)

Pembimbing T : Prof. Dr. Rusman Roni, M.Pd

Pembimbing H : Indah Windra D A, S.Pd., M Pd. Mcngetahui,

F t i Ketua Program Studi

Sri Yuliani, S.Pd., M.Pd.

mailto:fkip_ump@yahoo.com

UNIVERSITAS MUHAMMADIYAH PALEMBANG FAKULTAS KFIHIRUAN DAN ILMU PFNDIOIKAN

S I A I US D I S A M A K A N / T i ' R A K R I - D l T A S I Alamat; Jin. Jcnd. Ahmad Yani 13 Ulu Palembang Telp. (0711)510842.

Fax (0711) 5I3()7X. H-mail: Ikip ump t/ \ ahotLcoin

DAFTAR HADIR DOSEN PEMBIMBING

Nama NIM Program Studi Hari/Tanggal Tempat Pukul Judul Proposal

: Racijmal :372011120

Pendidikan Bahasa Inggris Senin/21 September 2015 Gedung FKIP Universitas Muhammadiyah Palembang 09.00 WlBsdSelcsa i The correlation between skimming ability and reading comprehension

at the eight grade student of S M P Ncgeri 13 Palembang

NO Nama ^ a r a f ^

1 Prof. Or Rusman Roni, M.Pd. 2 indah Windra D.A, S.Pd., M.Pd. I.

file:///

FAKULTAS KCGURUAN DAN ILMU PENDIDIKAN S i \ H S D i S \ M \ K . A N 1! UAJvKI- 1)1 I A S !

Alai i jal , .11 I c ; m ' A m i i i U P i raL.;Mit.,Mm Y./o Vic!c | i ' , n 5 | 9 r T 2

Nomor : 5431/G 17.3,/FK!P UMP'XI;20-iG ^ IG Shafar 1436 H Hal : Pf^nnohonan RGer dO November 2015 M

Yth. Kepala Dinas Pendidikan Pemuda dan Olahraga Kota Palembang

Assalamualaikum w.w.,

Kami mohon kesediaan Saudara memberikan bantuan kepacla mahasiswa;

Nama : Rachmat

NIM :372011120

Program Studi : Pendidikan Bahasa Inggris

Untuk melakukan riset di lingkungan SMP Negeri 13 Palembang dalam rangka

menyusun skripsi dengan judul "The Correlation Between Skimming Ability

and Reading Comprehension of the Eight Grade Students of Junior High

School 13 Palembang".

Atas perhatian dan kerjasama yang baik, diucapkan terima kasih.

Billahitaufiq walhidayah

/

file:///K.AN

FEMERINTAH KOTA PALEMBANG - I D I N A S P E N D I D I K A N , P E M U D A D A N O L A H R A G A

J a l a n . Dr. Wal i id in No , (13 Te lp . /Fax . 0711 - 350665 353007 Webjitc : www.disdikpora.palembang.go.id email : disdikpora_ plg@yahoo.co.id

P A L E M B A N G

Nomor Lampirar Perihal

070/ PBO} /26.S/?NnO\5 Izin Penelitian

Palembang, 4 Desember 2015 Kepada Yth. Dekan FKIP Univ Muhammadiyah di-

Palembang

Sehubungan dengan sui'at Saudara Nomor : 5431/G.l 7.3/FKIP UMP/XP2015 tanggal 30 November 2015 perihal tersebut diatas, dengan im kami sampaikan bahwa pada prinslpnya kami tidak berkeberatan memberikan Izin Feneliiian yang dimaksud kepada :

Nama ; R A C H M A T NIM . : 372011120 Program Studi : Pendidikan Bahasa Inggris

Untuk mengadakan Penelitian/Riset di SMP Negeri 13 Palembang daiam rangka penyusunan Skripsi dengan judul "THE CORRELATION 8 E T W E E N .SKIMMING ABILITV AND READING C O M P R E H E N S I O N O F THE EIGHT GRADE STUDEN I S OF JUNIOR HIGH S C H O O L 13 PALEMBANG". D e n g a n C a t a l a n : 1. Sebelum melakukan penelitian terlebih dahulu melapor kepada Kepala

IJPTD Dikpora Kec. llir Barai II Palembang dan Kepala SMP Negeri 13 Palembang.

2. Penelitian tidak dii/.inkan mcnanyakan soal politik dan melakukan Penelitian ;'ang sifainya tidak ada hubungannya dengan judul yang telah ditentukan.

3. Dalam melak'akan I'enelitian dapat mentaati Peraturan Perundang-undangan yang berlaku.

4. Apabila izin penelitian lelah habis masa berlakunya, sedangkan tugas Penelitian belum selcsai maka harus ada perpanjangan izin.

5. Sura' izin berlaku 3 itiga) bulan terliitung tanggal dikeluarkan. 6. Setelah selesai mengadakan Penelitian harus menyampaikan laporan

tcrtulis kepada ICcjiala Dinas Dikpora Kota Palembang melalui Kasubbag Umum.

Demikianlah surat izin ini dibuat untuk dapat digunakan sebagaimana mestinya.

a.n. Kepala Dinas

1. Kcpalii UPTD Dikpora Kec. llir Barat II Palembang 2. Kabid SMP/SMA/SMK 1. Kcpula SMP Negeri 13 Palembang 4. Ar^ip

http://www.disdikpora.palembang.go.idmailto:plg@yahoo.co.id

UNIVERSITAS MUHAMMADIYAH PALEMBANG FAKULTAS K E G U R U A N D A N I L M U P E N D I D I K A N

Nama NIM Judul

LAPORAN KEMAJUAN BIMBINGAN SKRIPSI

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CURRICULUM VITAE

Rachmat was bom in Palembang , May 6"*, 1991. As the third of the five children, of Mr. Pewira (Aim) and Ms. Miliarti. His parents come Ifom Sekayu and Pagaralam. He has four brother and one sister. Graduated from elementary school in 2003 at elementary school number 309 Palembang, junior high school in 2006 at SMP negeri 10 Palembang, and vocational school of Nurul Iman in 2009. The next study was in English study program in faculty of teacher training and education of muhammadiyah university Palembang until graduated in 2015. He finished his PPL in junior high school 13 palembang and finished his KKN in 15 Ulu, Palembang. The last he choose his research in junior high school 13 palembang, doing his thesis with the title " the correlation between skimming abilty and reading comphrehension of the eight grade students of junior high school 13 palembang.

For further information about this thesis, you can contact by: email: amatbe@vmai l . com, matnvonK@fimail.com i g : Rachmat_06

mailto:amatbe@vmail.commailto:matnvonK@fimail.com