Efektivitas Teknik Skimming-Scanning untuk mengajar Reading ditinjau dari percaya diri siswa ( Sebuah studi experiment pada

siswa kelas XI di MA Muallimin NW Pancor tahun pelajaran 2010/2011

ABSTRAKS MUNAWAR, NIM: S890809115. Efektivitas Teknik Skimming-Scanning untuk mengajar Reading ditinjau dari percaya diri siswa ( Sebuah studi experiment pada siswa kelas XI di MA Muallimin NW Pancor tahun pelajaran 2010/2011. Thesis. Surakarta. Pembimbing pertama: Dr. Ngadiso, M.Pd. Pembimbing kedua: Dr. Abdul Asib, M.Pd. Pascasarjana, Universitas Sebelas Maret Surakarta 2011. Tujuan penelitian ini untuk mengetahui apakah: (1) Teknik skimming-scanning lebih efektif daripada teknik translation untuk mengajar reading pada siswa kelas XI di MA Muallimin NW pancor tahun pelajaran 2010/2011; (2) Kemampuan membaca siswa yang memiliki percaya diri tinggi lebih baik dari pada siswa yang memiliki percaya diri rendah pada siswa kelas XI di MA Muallimin NW pancor tahun pelajaran 2010/2011; (3) dan apakah ada interaksi antara teknik pengajaran dengan percaya diri untuk mengajar membaca pada siswa kelas XI di MA Muallimin NW pancor tahun pelajaran 2010/201. Metode yang dipakai dalam penelitian ini adalah study experiment. Penelitian ini dilaksanakan pada MA Muallimin NW Pancor dari bulan Januari sampai dengan April 2011. Adapun populasinya yaitu siswa kelas XI MA Muallimin NW Pancor tahun pelajaran 2010/201 dengan sample terdiri dari dua kelas yang diambil dengan cara cluster random sampling. Masing-masing kelas dibagi menjadi dua kelompok (yaitu siswa yang memiliki percaya diri tinggi dan siswa yang memiliki percaya diri rendah). Kemudian teknik yang digunakan untuk mengumpulkan data yaitu kuistioner. Kuistioner digunakan untuk memperoleh data tentang percaya diri siswa dan test membaca berbentuk pilihan ganda digunakan untuk memperoleh data tentang kemampuan membaca. Kedua instrument tersebut di uji cobakan untuk memperoleh butir soal valid dan reliable. Data dianalisis dengan menggunakan Analisis Varians ANAVA 22 dan test tukey. Berdasarkan hasil analisis, ada beberapa penemuan yang diperoleh yaitu (1) teknik skimming-scanning berbeda secara signifikan dengan teknik translation untuk mengajar reading karena Fo lebih tinggi daripada Ft dan qo diantara kolom (C1 dan C2) lebih tinggi daripada qt. Teknik skimming-scanning lebih efektif daripada teknik terjemahan untuk mengajar membaca sebab mean dari C1 lebih tinggi daripada C2; (2) kemampuan membaca siswa yang memiliki percaya diri tinggi berbeda secara signifikan dengan siswa yang memiliki percaya diri rendah karena Fo lebih tinggi daripada Ft dan qo diantara baris (R1 dan R2) lebih tinggi daripada qt dan siswa yang memiliki percaya diri tinggi memiliki kemampuan membaca lebih baik daripada siswa yang memiliki percaya diri rendah sebab mean dari R1 lebih tinggi daripada R2; (a) bagi siswa yang memiliki percaya diri tinggi, teknik skimming-scanning berbeda secara signifikan dari pada teknik terjemahan untuk mengajar membaca sebab qo diantara cells (A1B1- A2B1) lebih tinggi daripada qt dan teknik skimming-scanning lebih efektif daripada terjemahan untuk mengajar membaca sebab mean dari A1B1 lebih tinggi daripada A2B1; dan (b) bagi siswa yang memiliki percaya diri rendah, teknik terjemahan berbeda secara signifikan dari teknik skimming-scanning untuk mengajar membaca sebab qo diantara cells (A1B2 dan ((A2B2) lebih tinggi daripada qt dan teknik terjemahan lebih efektif daripada teknik skimming-scanning untuk mengajar membaca sebab

mean dari A2B2 lebih tinggi daripada A1B2. Hasil penelitian ini menyatakan bahwa teknik skimming-scanning lebih efektif untuk mengajarkan reading bagi siswa yang mempunyai percaya diri tinggi sedangkan siswa yang memiliki percaya diri rendah cocok diajarkan dengan teknik translation. Berdasarkan hasil penelitian tersebut, diharapkan agar guru bahasa Inggris mampu memilih teknik mengajar yang sesuai bagi siswa yang memiliki percaya diri tinggi atau rendah. Kata Kunci: Skimming-Scanning, Terjemahan, dan Percaya diri. ABSTRACT MUNAWAR, NIM: S0890809115. The effectiveness of Skimming-Scanning Techniques to Teach Reading Viewed from the Students Self-Confidence ( An Experimental Study at the Eleventh Graders of MA Muallimin NW Pancor in the Academic Year of 2010/2011. First Consultant: Dr. Ngadiso, M.Pd. Second Consultant: Dr. Abdul Asib, M.Pd. Thesis. Surakarta. English Education Graduate School, Sebelas Maret University of Surakarta 2011. The aims of this research are to know if: (1) Skimming-scanning techniques is more effective than translation technique to teach reading at the eleventh graders of MA Muallimin NW Pancor in the Academic Year of 2010/2011; (2) The reading ability of the students having high self-confidence is better than those having low self-confidence at the eleventh graders of MA Muallimin NW Pancor in the Academic Year of 2010/2011; and (3) There is an interaction between teaching techniques and self-confidence in teaching reading at the Eleventh Graders of MA Muallimin NW Pancor in the academic year of 2010/2011. The method which was applied in this research was an experimental study. It was carried out at MA. Muallimin NW Pancor from January 2011 to April 2011. The population of the research is the eleventh graders of MA Muallimin NW Pancor in the Academic Year of 2010/2011. The samples were two classes and in taking the samples, the researcher took cluster random sampling. Each class was divided into two groups (the students who have high and low self-confidence).Then, the techniques which were used to collect the data were questionnaire for getting the data of the students self-confidence and a multiple choice test for getting the data of reading ability. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 22 and tukey test. Based on the results of the analysis, there are some findings which can be taken: (1) Skimming-scanning technique is significantly different from translation technique to teach reading because Fo is higher than Ft and qo between columns (C1 and C2) is higher than qt skimming-scanning technique is more effective than translation technique to teach reading because the mean of C1 is higher than C2; (2) The reading ability of the students who have high self-confidence is significantly different from those who have low self-confidence because Fo is higher than Ft and qo between rows (R1 and R2) is higher than qt and the students who have high self-confidence have better reading ability than those who have low self-confidence because the mean of R1 is higher than R2; and (3) There is an interaction between teaching techniques and self-confidence to teach reading because Fo is higher than Ft: (a)for the students who have high self-confidence, skimming-scanning technique is significantly different from translation Technique to teach reading because qo between cells (A1B1- A2B1) is higher than qt and Skimming-scanning Technique is more effective than Translation Technique to teach reading because mean of A1B1 is higher than A2B1; and (b) for the students who have low self-confidence, Translation Technique is significantly different from Skimming-scanning Technique to teach reading because qo between cells

(A1B2 and ((A2B2) is higher than qt and Translation Technique is more effective than Skimming-scanning Technique to teach reading because mean of A2B2 is higher than A1B2. The result of the research implies that a skimming-scanning technique is more effective to teach reading. Thus, Skimming-scanning Technique is more effective than translation technique to teach reading but for the students who have low self-confidence, translation technique is more effective than skimming-scanning technique to teach reading. In line with the above result, the English teacher is hoped to be able to choose the appropriate teaching techniques to teach reading for the students who have high or low self-confidence. Key words: Skimming-Scanning, Translation, and Self-confidence

The Teaching of Reading Comprehension Strategies to Students of grade VIII at Sekolah Alam MTs Surya Buana Malang Netty Arywardany http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/676 Abstrak

Many junior high school students sometimes are unable to get complete understanding of the texts. This might be caused by the fact that many of those students do not know the essential information needed to understand a word, including how a word combines with other words. Therefore those students need strategies in order to overcome the problems. Considering the importance of comprehension strategies this study was intended to describe the teaching of reading comprehension strategies to students of grade VIII at Sekolah Alam MTs Surya Buana Malang. This study is descriptive qualitative research. The subject of this study was the English teacher of grade VIII of Sekolah Alam Mts Surya Buana Malang, specifically class VIIIA. The study used main instrument which was the researcher and the three supporting instruments which were subject identification form, interview guide, and observation checklist. The finding of this study showed that the teacher used the three-step techniques in teaching reading which were pre-reading, whilst reading, and post reading. The comprehension strategies employed by the teacher in pre-reading were set the purpose of reading, skimming, scanning, and activating background knowledge. While in whilst reading the teacher employed silent reading, reading aloud, solve vocabulary problem, paraphrasing, recognizing the text structure and social affective strategy. In post-reading the teacher employed summarizing, and concluding. There were some strength and weaknesses revealed in the teaching of comprehension strategies. The strengths are: (1) the English teacher has good qualification since she graduated from English department from one of

universities in Indonesia and in Japan, (2) the teacher has employed the strategies needed by the students, (3) she employs the three step technique in teaching reading comprehension. The weaknesses are: (1) she rarely uses English in teaching reading comprehension strategies which make the use of certain strategy has lost its effectiveness, (2) the time used in employing the strategies are not managed well which made her lack of the comprehension strategies in post reading activities, (3) she does not give explicit models to the students about how to read effectively, especially the use of strategies in reading comprehension. Based on the result of the study, it is recommended for the English teacher: (1) English should be used more often by the teacher in employing the strategies since some of the comprehension strategies will lose its effectiveness if the teacher deliver the strategies in Indonesia, (2) the time in employing the reading comprehension strategies should be managed well so that teacher would have enough time to add more strategies in post-reading stage, for example, the teacher can relate the content or idea of the text to their own knowledge, interest, ii or view, (3) explicit models in how to use comprehension strategies should also be given since by giving so, the students can use the strategy independently. For the other researchers it suggested to conduct researches in other language skills, i.e. listening at different levels of study and more time in data collection. It is also suggested to conduct classroom action research on the teaching of reading comprehension strategies.