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CHAPTER I

INTRODUCTION

English as a subject matter in school covers the four basic language skill:

reading, speaking, writing and listening. In every subject, students learning activities

involve reading. Reading is one of the complex ways in learning English. It is a kind

of activities to comprehend the writers idea or the way the writer communicates with

the readers by way of the written or printed words. Reading is important for

everybody in order to cope with new knowledge in the changing world of

technological age.

Reading is a kind of activity in translating written symbols into corresponding

sound. Reading skills enable readers to turn writing into meaning and achieve the

goals of independence, comprehension, and fluency.

Reading is one of the most essential skills to be mastered in language

learning. It is wonderful habit and can bring many benefits. One of the benefits of

wide reading is broad store information. Being able to read English is essential,

because here are many kinds of books written in English. Reading becomes essential,

because for everyone in order to increase his or her knowledge. This idea is supported

by the fact that reading has become a part of our daily life.





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Reading is one of the most important activities any successful student does in

any course of study. It is important to note that reading is an active process. We need

to apply strategies that will enable we make sense of what we read. Reading is one of

the English skills that need to be developed in teaching English program in Indonesia

and language teaching program, in general. Reading skill is the ability to read,

understand and comprehend the written message.

Reading in a foreign language is a difficult task in school. Students try to

understand something from a passage or a text using a dictionary and translating

word by word because they do not identify the logical and rhetorical relations in a

given piece of writing which are necessary to interpret and decode a text.

To read effectively, we may need some strategies to help us deal with the

texts. There are several techniques for confronting a text. One of them is the

skimming technique which consists of identifying the topic of a text and the general

ideas of it.

Skimming is defined as the ability to identify main ideas while very rapidly

and selectively skipping over the reading material (Arsyad, 2003, p.141). Skimming

is going through the reading material quickly to find out how it is organized or to get

an idea of the intention of the writer. We do not need to waste time to get what writer

meant. The purpose is to capture the totality of the ideas of the text.

Based on the essential of reading and the problem faced by the students in

reading, the writer is interested in discussing about skimming technique in reading

that is expected in improving the reading ability.


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CHAPTER II BODY

SKIMMING IN READING SKILL

A. The Concept of Reading1. Definition of reading

Reading is process consist of word perception, comprehension of ideas,

critical evaluation and integration. According to Hornby, reading includes those

process that are involved in approaching, perfecting and maintaining meaning the use

of print page (1969:57). Since there are such process and since one process in degree,

the term must be elastic enough to apply to all the varieties and graduation of reading

involves in the use books.

According to Elizabeth (2008:1-2) Reading is the process of constructing

meaning from print and from other symbol. Reading involves not just the print and

the illustrations, but also readers bringing to the process their knowledge of the world

and their past experiences. The reading process does not involve reading every single

letter and that is why proofreading is so difficult: when you are very familiar with the

ideas you hardly need to read the words at all.

Based on explanation above, it can be concluded that reading means a process

between the readers to understanding the messaging that is written from the text.

2. The purpose of readingThe purpose of reading is considered the primary capital in reading. Even

according to the results of the study, the relationship between the purpose of reading


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and reading skills is very significant. This is what prompted the experts agreed that

the goal of reading is the primary capital to read. (Nurhadi : 2004)

The main purpose for reading is to comprehend the materials. Without

comprehension, reading would be empty and meaningless. Students are capable to

read the words, but face difficulty in expressing their comprehension. Davis defines

reading into five purpose, they are:

1. Reading for pleasure, it is purposed to follow narrative, and enjoy the soundand rhythm or rhyme of a literary of a literary text.

2. Reading for general impression is meant to gain an idea of the writersviewpoint, and an overall impression of the tone of a text.

3. Reading for organizing reading and study is to identify the important contentof a text, answer the specific question, and decide which section of a text to

star studying.

4. Reading for learning content or procedures means that it is aimed to gain anunderstanding of new concepts, to learn certain facts from a text, and to

follow instructions.

5. Reading for language learning, it is aimed to translate the text, literally ormetaphorically, to learn new vocabulary, to identify useful structures or

collocations, to use the text as a model for writing, and to practice

pronunciation.


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3. Kinds of readingA good reader uses many different pattern of reading. Each involves

the use of variety of skills and attitudes, the pattern used depends upon the

type and complexity of the reading material, the purpose for reading, and the

readers familiarity with the kind of idea expressed.

Reading lesson maybe given in single class or it may be added as

supplementary work. Whether it is given as a single lesson or a supplementary

work, the material of reading must be graded defending on the level of the

language learners; there are different types of reading: choral, silent, intensive,

extensive, and supplement reading (Parson, 1974)

a. Choral readingEven though choral reading is relatively uncommon in modern

language classes, this type of reading is still important in improving learners

pronunciation. Working in-groups will make language learners feel confident

to pronounce words in this method. This technique is really helpful for

language learners who are reluctant and shy to imitate the teacher expressions

individually.

b. Silent readingAfter language learners learn the words and expression and know how

to pronounce them, the actual reading can begin. This can be done through

silent reading. Silent reading can be with reading aloud by the teacher. The

teachers reading is a model in accuracy an expressiveness it is secured by a


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happy combination of reading aloud reading by learners. To check whether

the learners rest them by giving questions based on the text, by translation or

by summarizing the text

c. Intensive readingAs the term indicated, each vocabulary and structural item is explained

and made as part of the students active language, pronunciation and

intonation one stressed and each concept of allusion is clarified. Intensive

reading where the students are expected to read short passage and understand

everything. Reading passage can be used for consolidating structure and

vocabulary as a springboard for other classroom activities, to increase pupils

passive vocabulary and for pleasure.

d. Extensive readingComprehension students are trained to comprehend or to understand

the meaning or concept from a passage silently without teachers help.

Besides, extensive reading where the students read to understand every word.

e. Supplementary readingSupplementary reading is also done out of class. Language earners are

free to choose reading material .reading materials may consist of newspapers,

bulletins or magazines in the target language. Supplementary reading should

be a part of the term work. Every language learners should be required to read

at least one book in the target language. Again the teacher should give score to

the work of supplementary reading.


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According to Brown in Language Assessmentbook, there are four

types of reading. They are:

1. Perceptive. In keeping with the set of categories specified for listeningcomprehension, similar specifications are offered here, except with soe

differing terminology to capture the uniqueness of reading (Brown, 2004,

p.189). perceptive reading tasks involve attending to the components of

larger stretches of discourse: letters, words, punctuation, and other

graphemic symbols.

2. Selective. This category is largely an artifact of assessment formats(Brown, 2004, p.189). In order to ascertain ones reading recognition of

lexical, grammatical, or discourse features of language within a very short

stretch of language, certain typical tasks are used: picture-cued tasks,

matching, true/false, multiple-choice, etc.

3. Interactive. Included among interactive reading types are stretches oflanguage of several paragraphs to one page or more in which the reader

must, in a psycholinguistic sense, interact with the text (Brown, 2004,

p.189). Reading is a process of negotiating meaning; the reader brings to a

set of schemata for understanding it, and intake is the product of that

interaction. Typical genres that lend themselves to interactive reading are

anecdotes, short narratives and description, excerpts from longer text,

questionnaires, memos, announcements, directions, recipes, and the like.


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4. Extensive. Extensive reading, as discussed in this book, applies to textsof more than a page, up to and including professional articles, essays,

technical reports, short stories, and books (Brown, 2004, p.189). It should

be noted that reading research commonly refers to extensive reading as

longer stretches of discourse, such as long articles and books that are

usually read outside a classroom hour.

4. Reading techniquesThere are three kinds of reading techniques which can be applied in

reading comprehension.

a. ScanningAccording to Robinson and smith (1980:242) the term scanning is

generally used to design the process of locating quickly a particular word,

phrase sentences, fact, or figure within a selection.

b. SkimmingRobinson and smith (1980:242) say that the term skimming is used for

the process of quickly passing over the entire selection of passage to get

general impression of it. Run your eyes over the text looking for the specific

piece of information we need. Use scanning on schedules, meeting plans, etc.

in order to find the specific details you require.

c. Survey readingSurvey reading means that before reading, we must analyze what we

want to analyze. Tarigan (1986:31) suggest that the following procedure:


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- Look into the schema, the outline the book-

Look into the title of the chapter in the book, flatly and accurately.

5. The way to improve reading skillThere are some ways to improve reading skill according to Nurhadi in

Bagaimana meningkatkan kemampuan membaca? as follows:

a. To comprehend the nature of reading.b. Knowing the way in measuring reading speed.c. Can measure the ability of comprehension to the text.d. Knowing and apply the method and technique developing of reading

speed

e. Knowing the factors that insensibly obstruct the reading speed. Whether ininternal factor or external factor.

f. Knowing the kinds of variation of speed reading appropriate with thereading goal variation.

g. Can choose the certain aspect that we need in the text and appropriate withthe reading goal.

h. Consider that the reading activity as our requirement.i. Always read in many kinds of reading text (Nurhadi, 2004)


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Some of the ways above are some strategy that can help us as a reader to

improve our skill in reading, especially can help us in improving our

speed reading.

B. Skimming1. What is skimming?

Skimming is a way of reading quickly to get the basic ideas out of a

text. Skimming is very useful when you simply have too much reading to do

or when a close reading is not needed. Skimming can vary from very general

skimming where only the very basic ideas are understood to closer skimming

where a greater amount of the information is comprehended. Skimming is

the process of rapid coverage of reading matter to determine its gist or main

idea (Brown, 2004, p.213).

Skimming is an activity which requires an overall view of the text in

order to find the general contents and ideas of the written material. Also,

skimming is going through the reading material quickly to find out how it is

organized or to get an idea of the intention of the writer. The purpose of

skimming is to gain a quick overview in order to identify the main points.

Skimming is not for situations where a high level of comprehension is

required, but is very useful when it may be appropriate to accept a level of

comprehension somewhat lower than that obtained at average reading speeds.

We should aim for the main idea, the outline, the major supporting details,


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and an idea of the organizational pattern. Previously we have discussed using

skimming to preview material prior to a more in-depth reading. Unlike

preview skimming, overview skimming is the mode to use when you are not

planning to eventually read the entire work. Overview skimming will be your

only reading of the selection and is most useful for relatively easy to

moderately difficult material. Skimming is most useful for obtaining a surface

understanding and is not recommended for in-depth understanding or analysis.

According to Inmon and Lenier (1992) skimming is used (1) when

surveying a chapter or article, (2) when all you need is a general overview,

and (3) when reviewing something you once read to refresh your memory. To

give you an example of skimming, we have emphasized some words, in the

following article.

2. The advantages of skimmingAccording to Carrillo (2006), there are some advantages of skimming as

follow:

a. Improves other reading rates. Learning to skim rapidly can help usimprove our speed for study reading and average reading as well.

b. Keeps us informed. Use skimming to building background knowledge.Skimming will help us keep informed in political affairs or other areas

when we don't have the time to read very much.


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c. Speeds supplementary assignments. Skim supplementary material and we

may be pleased and surprised to find how much information we will

comprehend.

d. Increases our sources of reference. Skim to build up our knowledge ofreference materials. Skim journals or reports in our major field of study

when we don't have the time to read them thoroughly. Knowing the article

exists, the author, and perhaps its main idea can be important. Citing the

main idea of the article in class or in discussion with our lecturer will

make us seem very well informed. In addition, if we want to use the article

later, we will know where to find it when we are ready for more detailed

perusal.

e. Brings useful material to our attention. People who have the habit ofskimming a large amount of material will invariably come across certain

articles or parts of books that are of great importance to them. These

important parts can be read more carefully, but if we had never developed

the habit of skimming, we might never have become aware of this

important information (Carrillo, 2006).

3. How to skimThere are a few basic strategies that you use when we are skim

reading. Not everyone uses every single one of these so try using each one and

seeing which work best for us, since everyone's reasons for skimming are

different depending on their purpose or what kind of text they use.


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According to LisaKoski in her blog, there are some ways to skim reading.

a.

Read the first and past sentence of each paragraph. This is particularly

useful when looking for specific information within the text.

b. Read the first and last paragraphs. This gives us a good idea of what thetext is about before we look at anything else. Try restating what the author

is talking about in our own words, preferably out loud or in writing. This

reiteration helps us retain the information.

c. Read headings, summaries, and other organizers as we move down thepage/screen. Read the title, subtitles, subheadings, and illustration captions

also. When we look over these additions to the text, we can get a better

idea of what you are going to read.

d. Scan for dates, names, and places. Do this as we read the text so that wecan get an idea of key phrases, words, or other information within the text.

This helps give us a better idea of where things are going as we scan the

text and recognize these important pieces of information.

e. Read everything in bold or italic type. When phrases or words are boldedor italicized, it is a sure sign they are essential to what the author is saying.

f. Review graphs, tables, and charts. This is just another way of recognizingimportant facts and information within the text.

g. Scan through the text at a steady, even pace. Sometimes, people purelyscan the text and try to read as fast as they possibly can. Using the


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strategies above are much more effective because they help us look for

specific details within the text and focus our skimming (LisaKoski: 2013).

4. The obstruct things in speed reading skimmingAccording to Nurhadi (2004), we also need to know a few things that

can inhibit the reading speed because it is a bad habit.

a) Voicing what is read. Reading is the process of thinking. The ability tothink someone necessarily goes far beyond the speed of the person

speaking. If we read with voice with lips, it will hinder the reading speed.

Mumbling or humming as well as moving a leg or other body members

also can solve our concentration in reading. So, when we are reading,

especially speed reading we should focus with what we read.

b) Reading word by word, the habit of repeating units read readings as wellas the habit of stopping long at the start of sentences, paragraphs, chapters,

subtitles, even in the middle of the sentence would be very time-

consuming.

5. How to improve skimming skillSkimming is one of how to read fast. Nurhadi (2004) gives

suggestions on how to improve the reading speed as follow:

a) Make it a habit to read groups of words. Avoid how to read word forWord.

b) Do not repeat the phrase that has been read. This is one of the factors thatinhibit the speed read.


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c) Do not always stop long in the beginning of the line or sentence. This willsever the relationships between sentences or paragraphs. This will make

us forget what we have just read.

d) Search key words that mark the beginning of a main idea of a sentence.e) Disregard it words its tasks over and over again. For example, the, in, of,

etc.

f) If in the writing of the readings in the form of small columns, e.g.newspapers, the direction of motion of the eye not to the side horizontally,

but a vertically downward.

In Sharber blog, there are some types in skimming. The types of Elisabeth are

as follow:

1. Have a watch or clock nearby and give yourself around 2 minutes perpage. Once the time is up, go to the next page.

2. Always skim with a pen or pencil. Underline, star, circle, and draw linesto connecting thoughts. Map and annotate.

3. Use a straight edge to give yourself momentum. Maybe the horizontaledge helps; maybe it helps to use the 90 degree corner in the middle of the

lines. Maybe you need to move the corner or straight edge in shapes as

you go down the page.

4. If you start to slide in concentration, read the last few words on the pageand skip to the next page.


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5. Have water or coffee nearby. Just because it is skimming does not mean itwont take a long time (Sharber, 2008).

Some of the types above from Sharber give benefit for us in improving our

skimming ability.


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CHAPTER III

CONCLUTION

From the paper, we can conclude that:




The goal of reading is to understand a passage: to get the thesis and the

evidence that supports it. This requires a close reading that sees the connection

between paragraphs and the ability to talk about the significance of each paragraph.

To read effectively, we may need some strategies to help us deal with the

texts. One of technique for confronting a text is the skimming. Skimming is an

activity which requires an overall view of the text in order to find the general contents

and ideas of the written material. Also, skimming is going through the reading

material quickly to find out how it is organized or to get an idea of the intention of the

writer. The purpose of skimming is to gain a quick overview in order to identify the

main points.

There are many strategies that can be used when skimming. Some people read

the first and last paragraphs using headings, summarizes and other organizers as they

move down the page or screen. We might read the title, subtitles, subheading, and

illustrations. Consider reading the first sentence of each paragraph.

There are some way to skim a text, they are: (1) Read the first and past

sentence of each paragraph. (2) Read the first and last paragraphs. (3) Read headings,


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summaries, and other organizers as we move down the page/screen. (4) Scan for

dates, names, and places. (5) Read everything in bold or italic type. (6) Review

graphs, tables, and charts. (7) Scan through the text at a steady, even pace.

Some things that can inhibit the reading speed are voicing what is read,

reading word by word, the habit of repeating units read readings as well as the habit

of stopping long at the start of sentences, paragraphs, chapters, subtitles, even in the

middle of the sentence.

There are ways to improve the reading speed, they are: (1) Make it a habit to

read groups of words. (2) Do not repeat the phrase that has been read. (3) Do not

always stop long in the beginning of the line or sentence. (4) Search key words that

mark the beginning of a main idea of a sentence. (5) Disregard it words its tasks over

and over again.


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BIBLIOGRAPHY

Arsyad. A. (2003). Step by Step. Yogyakata: Pustaka Belajar.

Brown. D. H. (2004). Language Assessment: Principles and Classroom Practices.

United Stated: Longman.

Elizabeth, Susan. (2008).Developing Literacy: Assessment and Teaching. China: Sue

Hill.

Hornby, A, S. (1983). Oxford Students Dictionary of American English.New York:Oxford University Press.

Inmon, and Lenier. (1992). College Reading Book 2.New York: Prentice Hall.

LisaKoski. (2013). How to Read Fast: Skim Reading. Retrieved from:

http://lisakoski.hubpages.com/hub/How-Read-Fast-Skim-Reading (18 april

2013)

Nurhadi. (2004).Bagaimana Meningkatkan Kemampuan Membaca?. Bandung: SinarBaru Algensido.

Parson, P David. (1974). Teaching Reading Comprehension. United State ofAmerica: Longman.

Sharber, E. (2008). Improving Your Skimming Skills. Retrieved from:http://suite101.com/article/improving-your-skimming-skills-

a102876#.UWodTKJHJRk(10 april 2013)

Smith and Robinson. (1980). Making the most of your text book. England: Longman

Group. Ltd.

Tarigan, H. G. (1986). Membaca sebagai suatu keterampilan berbahasa. Bandung:Angkasa.
http://lisakoski.hubpages.com/hub/How-Read-Fast-Skim-Readinghttp://suite101.com/article/improving-your-skimming-skills-a102876#.UWodTKJHJRkhttp://suite101.com/article/improving-your-skimming-skills-a102876#.UWodTKJHJRkhttp://suite101.com/article/improving-your-skimming-skills-a102876#.UWodTKJHJRkhttp://suite101.com/article/improving-your-skimming-skills-a102876#.UWodTKJHJRkhttp://lisakoski.hubpages.com/hub/How-Read-Fast-Skim-Reading


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SKIMMING TECHNIQUE IN READING SKILL

NURSAIDA AWALIA AMIR

20401110074

PBI 5

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATES ISLAMIC UNIVERSITY MAKASSAR

2013

Nursaida Awalia Amir (SEO)

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