The Implementation of Skimming and Scanning Strategies in Reading Comprehension Class of The First Year Student of English Department University of Nusantara PGRI Kediri

Abstract

Language proficiency is crucial for efficient communication and success in learning activities, including English language education. Mastering four linguistic abilities, including listening, speaking, reading, and writing, is essential for students. Reading is a preductive learning process that involves mentally repeating, spelling, pronouncing, guessing, and understanding meaning. Skimming and scanning strategies, such as scanning and skimming, can help students improve their comprehension and self-assurance. These strategies can reduce the speed at which they read, making them essential for success in the English language. A study at the University of Nusantara PGRI Kediri investigated skimming and scanning strategies in first-year students' reading courses. Descriptive methodologies were used to study individuals' experiences, behaviors, interactions, and social situations. Data was collected from first-year students taught strategic skimming and scanning in reading courses. The study aimed to promote student literacy and learning by building reading abilities. A questionnaire was conducted with 51 responses from students on the implementation of skimming and scanning strategies in reading comprehension. Most students were able to use these strategies, such as searching for relevant keywords and reading quickly from sentence to sentence. However, some students were unsure about their comprehension and application of these strategies. The study found that English language education students use skimming and scanning strategies in reading, saving time by quickly finding information in books, articles, or newspapers. Students can read important phrases and words quickly, with a reading speed twice that of general reading. Questionnaires serve as indicators of these strategies. Students should better understand these strategies, lecturers should be more in-depth, and researchers should further develop these theories to improve their use in reading activities.