THE CORRELATION BETWEEN
STUDENTS’ READING FASTER STRATEGIES (SCANNING AND SKIMMING) TOWARD THEIR
READING COMPREHENSION IN READING III
(A Study of The Third
Semester Students of English Department of iAIN Batusangkar
Registered In 2015/2016 Academic Year)
RESEARCH PROPOSAL
Oleh:
MUHAMMAD RIDHA WALIDEN
13 104 040
JURUSAN TADRIS BAHASA INGGRIS FAKULTAS
TARBIYAH
INSTITUT AGAMA ISLAM NEGERI (IAIN)
BATUSANGKAR
2015
THE CORRELATION BETWEEN
STUDENTS’ READING FASTER STRATEGIES (SCANNING AND SKIMMING) TOWARD THEIR
READING COMPREHENSION IN READING III
(A Study of The Third
Semester Students of English Department of STAIN Batusangkar
Registered In 2015/2016 Academic Year)
RESEARCH PROPOSAL
Oleh:
MUHAMMAD RIDHA WALIDEN
13 104 040
PROGRAM STUDI TADRIS BAHASA INGGRIS JURUSAN
TARBIYAH
SEKOLAH TINGGI AGAMA ISLAM NEGERI (IAIN)
BATUSANGKAR
2016
ACKNOWLEDGEMENT…………………………………………………….
iii
ABSTRAK
…………………………………………………………………….. v
TABLE OF CONTENTS…………………………………………………….. vi
CHAPTER I: INTRODUCTION
A. Background
of the Problem…………...…………………….....
1
B. Identification
of the Problem……...…………………………... 2
C. Limitation
and Formulation of the Problem………………...…
3
D. Definition
of the Key Terms…………………………………... 3
E. Purpose
of the Research……………………………………….. 3
F. Significance
of the Research…………………………………... 4
CHAPTER II: REVIEW OF RELATED LITERATURE
A.
Review
of related theories
1. Nature of
Reading................................................................. 5
2. Nature of Reading Comprehension
Ability…...………….. .. 5
3. Reading Faster
a. Definition of Reading Faster..... ..….…………………... 6
b. Kinds of Reading Faster................ .……………………. 6
c. The Importance of Reading
Faster...................................
6
d. Problem in Reading
Faster................................................ 7
e. How
To Measure Reading Faster......................................
8
B.
Review
of Relevant Studies……………………………….... 8
C.Conceptual Framework……………………………………. 8
CHAPTER
III: RESEARCH METHODOLOGY
1. Research
Design……………………………………….... . .10
2. Population
and Sample
a. Population.…………………………………………....... 10
b. Sample…………………………………………………..11
3. Technique
of Data Collection
a. Questionnaire...........……………………......………. . . .11
b. Reading test............………………………….....……
. . 11
4. Technique
of Data Analysis……………… . ….……….
... 12
BIBLIOGRAPHY...............................................................................................
...
APPENDICES.............................................. ......................................................
...
ABSTRAK
Muhammad Ridha Waliden, NIM: 13 104 040. “The Correlation Between Students’ Reading
Faster Strategies (Scanning And Skimming) Toward Their Reading Comprehension In
Reading III (A Study Of The Third Semester Students Of English Department
of IAIN Batusangkar Registered In 2015/2016 Academic Year)
Permasalahan dalam penelitian ini adalah melihat apakah ada hubungan
antara kemampuan menerapkan Reading
Faster Strategy yang waktunya terbatas terhadap kemampuan memahami isi teks
mahasiswa semester tiga Prodi Bahasa Inggris IAIN Batusangkar yang terdaftar
pada tahun akademik 2014/2015 dalam pembelajaran Reading III. Penelitian ini merupakan
penelitian yang menggunakan metode korelasi dimana peneliti menggambarkan apa
adanya tentang hubungan antara Reading
Faster Strategy (Skimming dan Scanning) dengan kemampuan mahasiswa
dalam memahami kandungan isi suatu text dalam waktu yang terbatas dalam
pembelajaran Reading III.
Populasi
penelitian ini adalah mahasiswa semester III IAIN
Batusangkar tahun akademik 2014-2015 sebanyak
86 orang dengan
menggunakan teknik Stratified
Proportional Random Sampling.
Pengelompokan sampel dlakukan berdasarkan hasil ujian mid-semester
dari mata kuliah Reading Comprehension
III. Dari keseluruhan populasi diambil 72 orang sebagai sampel dalam
penelitian dan 14 orang sebagai sampel try
out.
Pengumpulan data dilaksanakan dengan meggunakan angket
dan tes membaca. Angket digunakan utuk mengumpulkan data yang berkaitan dengan Reading Faster Strategy yang
diaplikasikan kepada mahasiswa dalam membaca. Sedangkan tes membaca digunakan
untuk mengukur kemampuan mahasiswa dalam memahami kandungan isi bacaan. Kedua
instrumen tersebut adalah valid dan reliabel. Untuk mendapatkan angket yang
valid, maka angket tersebut telah dirancang berdasarkan teori Reading Faster. Sedangkan untuk
mendapatkan reliabilitasnya, reliabilitas angket tersebut adalah 0.744. Pada
tes membaca, tes tersebut adalah valid, karena tes tersebut dirancang sesuai
dengan silabus mata kuliah Reading III. Tes membaca tersebut dikatakan
reliabel karena dari hasil uji coba, diketahui bahwa angka reliabilitasnya
adalah 0.656.
Kedua data tersebutyang diperoleh dari hasil angket dan
tes membaca, kemudian diolah melalui analisis korelasi Pearson Product Moment dengan komputer program SPSS Version 16
untuk mengetahui koefisien korelasinya. Dari hasil analisa data dapat diketahui
bahwa r- hitung (0.066) lebih
kecil dari r-tabel (0.232) dengan tingkat signifikansi 5% pada
derajat kebebasan 70. Ini membuktikan bahwa strategi membaca cepat yang
diaplikasikan mahasiswa tidak berkorelasi positif terhadap pemahaman mereka
atau suatu teks.
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin.
Praise to Allah SWT, the Lord of the universe, Who has granted the researcher
for his blessing grace, health, stenght, ability and opportunity in finishing
his thesis entitled “THE CORRELATION
BETWEEN STUDENTS’ READING FASTER STRATEGIES (SCANNING AND SKIMMING) TOWARD
THEIR READING COMPREHENSION IN READING III (A Study of The Third Semester
Students of English Department of IAIN
Batusangkar Registered In 2015/2016 Academic Year)”. Then, he would like
also to send his best regards for the great prophet Muhammad SAW, who has
brought mankind from the darkness to the lightness world. This thesis is
written as one of the requirement to obtain the undergraduate degree of English
Department of IAIN Batusangkar.
The
researcher would like to express his special thanks to his advisors, Dr.
Sirajul Munir, M. Pd., as his first advisor and Nina Suzanne, M. Pd., as his
second advisor, who have given valuable guidance, help, advices, sugesstion and
support in doing this thesis. Next, his deepest thanks to his examiners, Irwan,
M. Pd., and Hendra Eka Putra, M. Pd., who have given suggestions, criticisms,
and valuable advices to complete this thesis.
The
sincere gratitude is also expressed to Nina Suzanne, M. Pd., as his academic
advisor for hhis guidances and meaningful advices as long he study at IAIN
Batusangkar. Then, the researcher also expresses his sincere thanks to Nina
Suzanne., M. Pd., as the lecturer of Reading Comprehension III who has helped
and given motivation to the researcher to do this research until the end. After
that, sincere thanks are also adressed to the third semester students of
English Department at IAIN Batusangkar for their cooperation to be the sample
in this research.
Besides,
his special gratitute also goes to the head of English Department at IAIN
Batusangkar, Suyono, M. A. (TESOL), who has given permission to conduct this
thesis. Next, he also thanks to secretary of English Department of IAIN
Batusangkar, Anggi S. Pd.I., who has helped administratively during writing
this thesis. Then, it is forwarded to the director of Tarbiyah program, Dr.
Sirajul Munir, M. Pd., who has given recommendation during writing this thesis.
He also gives thanks to the head of P3M of IAIN Batusangkar, who has given
recommendation letter for his research in taking the data, and also thanks for
all librarian staffs. Next, his special gratitude is also addressed to the
rector of IAIN Batusangkar, Dr. H. Kasmuri, M. A., who has given chance for him
to study at IAIN Batusangkar until he got undergraduate degree.
The
writer wishes to express to express his deepest gratitude and appreciation to
his beloved parents, Naswaldi and Widayanti, who have been supporting,
encouraging mentally, materially, and also giving him affection when he wrote
this thesis.
The
reasearcher would like to acknowledge and extend his gratitudes for all of his
friends in English Department and other friends in other department. The last,
he would like to expresss his thankfull for anyone who has encouraged him in
completing this thesis.
Batusangkar, January 2016
The
Researcher,
MUHAMMAD
RIDHA WALIDEN
Reg.
No. 13 104 040
CHAPTER
I
INTRODUCTION
A. Background of Problem
Cline
et.al (2006: 2), states that reading is decoding and understanding written
texts. Decoding requires translating the symbols of writing system (including
Braille) into the spoken words which they represent. Understanding is
determined by the purposes for reading, the context, the nature of the text,
and the readers’ strategies and knowledge.
Reading
is one of four language skills that should be mastered by English students
beside Listening, Speaking, and Writing. Generally, Reading is a process undertaken to reduce uncertainty about meaning a text
conveys. For foreign language learners to read, students have to be prepared to
use various abilities and strategies to ease them in understanding other
language of reading text as their native language quickly.
There are two strategies in Reading learning, Skimming and Scanning. Those strategies are two different strategies for speed
reading. People who know how to skim and scan are flexible readers. They read
according to their purpose and get the information that they need quickly
without waste the time.
James
Manktelow and Amy Carlson explain that speed reading or reading faster is a
skill that can be learned. It mostly involves breaking poor habits that
students may have developed since they learned to read. Simply becoming a
faster reader isn't the point, either they want to become a more efficient
reader.
Abby
Marks Beale (2013) states that Skimming
is one of the tools students can use to read more in less time. Skimming refers to looking only for the
general on main ideas, and work bestwith non-fiction (or factual) material. By Skimming, students’ overall
understanding is reduced because they don’t read everything. Students read only
what is important to purpose. Skimming
takes place while reading and allows the readers to look for details in
addition to the main ideas.
Scanning
is another useful tool for speeding up reading ability. Unlike Skimming, when Scanning, students look only for a specific fact or piece of
information without reading everything. Students scan when they look for their
favourite show listed in the cable guide, for their friend’s phone number in a
telephone book, and for the sports scores in the newspaper. To be successful,
students need to understand how the material is structured as well as
comprehend what they read, so they can locate the spesific information they
read. Scanning also allows them to
find details and other information in a hurry.
Based
on the explanation above, it can be summarized that in reading learning. It has
two strategies to ease the students in understanding text with other language
in a short time. They are Skimming
and Scanning strategies. Both
strategies are useful in getting spesific information quickly without waste
more time.
Even
though there are some reading techniques that can be applied in reading.
Reading still have problems in its application by most of people. Based on the
the fact that we can see at this time, explosion of information because of
easiness to printed and get a book make the problem for people. They have no
many times to read because they have many things to do. Although the students
themselves have a large of homework and materal for reading.
It
is in line with the phenomena happened among the third semester students’ in English
Teaching Department of IAIN Batusangkar 2015/2016 academic year. Based on the
observation with some students, they said that they face the problem in reading
text if the text is long and they cannot finish and comprehend the content of
the text because they have limitted time. Beside that, it is not easy for them
to comprehend the text in a short time. They need more time to read more and
comprehend all ideas from the text.
Based
on the phenomena, the researcher wants to know wether correlation between
students’ Reading faster strategies (scanning and skimming) toward their Reading
comprehension in Reading III or not. So that, the reseracher is interested in
conducting a reseach about, “The Correlation Between Students’ Reading Faster
Strategies (Scanning And Skimming) Toward Their Reading Comprehension In
Reading III”.
B. Identification of Problem
Reading
sometimes is a bored activity if it is done without good strategies. People
believed reading need a long time and hard to comprehend well about the content
of the text they read.
By
Reading faster, someone may read a text in a short time and may comprehend
better. Mickuleckey and Jefferies state that there are many advantages of
reading faster. The comprehension will improve, save time on reading assignment
and reading will be more enjoyable.
To
overcome this problem, the researcher tries to look for whether the correlation
between students’ Reading faster strategies (Scanning
And Skimming) toward their Reading Comprehension in Reading III
C. Limitation and Formulation of The
Problem
Based
on background of problem and problem identification previously, the researcher
would limit the problem on students’ Reading faster strategies (Scanning And Skimming) toward their
Reading Comprehension in Reading III for the third semester students of English
Department of IAIN Batusangkar who registered in 2015/2016 academic year
Based
on the limitation of the research above, the general problem are formulated in
the following question, “Is there any correlation between students’ Reading
faster strategies (Scanning And Skimming)
toward their Reading Comprehension in Reading III?
D. Definition of The Key Term
To
avoid misunderstanding, the following key terms are defined as follows:
1.
Reading is a process where the reader tries
to understand about the point which is submitted by the writer in a written
text.
2.
Reading faster is the skill or strategy
of Reading that enables readers to make their time optimally in Reading and
compreghend the content of the text.
3.
Reading comprehension process of making meaning from text.
E. Purpose of The Research
The
purpose of this research is to describe the correlation between students’
reading strategies and their comprehension in reading faster. The writer wants
to know whether there is correlation between students’ Reading faster strategies
(Scanning And Skimming) toward their
Reading Comprehension in Reading III.
F. Significance of the research
The
result of this research hopefully can be useful for:
1. Students
Students
may know how effective the reading faster strategies that they used in their
Reading III learning. If they know, hopefully they can apply them to keep and
improve their comprehension in reading daily activity.
2. Lecturer/Teacher
This
research hopefully may give a contribution for the teacher, especially in teaching how to read fast and effectively.
The teacher hopefully may inform and teach the students for good Reading
strategies that can be applied in their Reading learning process.
3. The
Researcher
This
research is useful to get the knowledge of a good Reading strategies, in order
to make Reading faster strategies can give postive contribution in
comprehending a text for Reading learning process.
CHAPTER
II
REVIEW
OF RELATED LITERTURE
A.
Review
of Relevant Theories
1.
Nature
of Reading
“...Reading is an active and complex process
which involves understanding written text, developing and interpreting meaning,
and using meaning as appropriate to type of text, purpose and situation.” (Tadros,
Lori Connors, 2014, Ceelo Fast Fact “Definitions and Approaches to Measuring
Reading Profiency”)
The
National Assessment of Educational Progress (NAEP) in Ceelo Fast Fact (2014: 2)
defines that reading is an active and
complex process which involves understanding written text, developing and
interpreting meaning, and using meaning as appropriate to type of text, purpose
and situation.
Based
on the theory above, it can be concluded that reading is a process where the
reader tries to understand about the point which is submitted by the writer in
a written text. It also becomes an activity for the reader to develop some
points that he gets, combine them into his own language in order to understand
authors’ messages.
2.
Nature
of Reading Comprehension
“...reading
comprehension is the process of making meaning from text” (Wolley, G., 2011, Reading Comprehension:
Assisting Children with Learning Difficulties, Springer Science+Business
Media).
Kintsch and Dijk in Woolley
(2011: 15) states that reading comprehension is the process of making meaning
from text.
It means that when the readers read the text, they not only just
understand it but also they think and try to make a new conclusion in their own
language from what messages the writer write about.
3. Reading Faster
a. Definition of reading faster
“Speed Reading is seeing,
silent reading, decoding the words, comprehending, and concentrating” (Sutz,
Richard & Peter Weverka, 2009, Speed
Reading fo Dummies, Wiley Publishing, Inc., Indianapolis, Indiana).
Sutz
and Weverka (2009: 10 – 13) states that Speed
Reading is seeing, silent reading, decoding the words, comprehending, and
concentrating.
From
the statement above, it could be proved that Speed Reading is looking the words
by seeing with eyes in silent situation without forgetting to comprehend what
the writer’s messages and try to break the difficult words into some sentences with correlated words in
a short time.
b. Kinds of reading faster
There are so many strategies
in reading learning. But, in this thesis will focuss about Skimming and Scanning strategies. Those strategies are two different strategies
for speed reading. People who know how to skim and scan are flexible readers.
They read according to their purpose and get the information that they need
quickly without waste the time.
1) Skimming
“...skimming is the ability to identfy main idea”
(Team of Five, 2009, Improving
Reading Skill In English, Jakarta: Kencana Prenada Media Group).
Team
of five (2009; 40) defined that skimming
is the ability to identfy main idea.
It
means, skimming is a technique that used by the reader to find main information
without read everything on the text in a short time.
2) Scanning
“Scanning is very fast reading”. (Mikulecky,
Beatrice S. & Linda Jeffries, 2005, Reading
Power “third edition”, United States of America: Pearson Education)
Beatrice
and Linda (2005; 39) stated that scanning
is very fast reading.
In
this case, scanning technique is used by the readers to look for or locate
specific information without reading everything.
c. The Importance Of Reading Faster
In
using reading faster strategy, it gives the advantages for the readers.
1) Skimming
“...Skimming
gives readers the advantage of being able to predict the purpose of the
passage, the main topic or message, and possibly some of the developing or supporting
ideas”. (Brown, H. Douglas, 2001, Teaching by Principles: An Interactive Approach to Language Pedadogy
“Second Edition”, New York: Pearson Education Company)
Brown (2001: 308)
states that skimming gives readers the
advantage of being able to predict the purpose of the passage, the main topic
or message, and possibly some of the developing or supporting ideas.
It is not only just to
predict, but skimming also helps the readers to improve speed for study
reading, and get the important information of the text without reading all
materials.
2) Scanning
“The
purpose of scanning is to extract specific information without reading through
the whole text.” (Brown, H. Douglas, 2001, Teaching by Principles: An Interactive
Approach to Language Pedadogy “Second Edition”, New York: Pearson Education
Company)
Brown (2001: 308)
states that the purpose of scanning is to
extract specific information without reading through the whole text.
Beside, for. English students or all general
students can use this technique to locate spesific information like in
dictionaries, phone number, or seeing schedule.
d. Problem in Reading Faster
Based
on Soedarso in Aji (2010; 20) explains that there
are some problems in reading faster: vocalization, lips movement, head
movement, pointing by the finger, regression and sub vocalization. First,
vocalization. If the reader read and spelling the text, it will make the
reader’s reading speed go down because
eye move faster than mouth. Second, lips movement. If the reader read silently
but still move the lips to spell it, it will make reading go down. Third head
movement.head movement happened when someone still a child because they cannot
see all side in one time, but when someone growing up they can see in a time
and it must be eliminated. Fourth, pointing by the finger. Pointing by the
finger will make the reader’s reading speed going down because eyes move faster
than finger. Fifth, regression. Regression is reread what someone have read
before, it will spent the time slow down read. Last, sub- vocaization or spell
what a reader’s read in heart will
bother the focus in reading faster.
e. How To Measure Reading Faster
To
measure how faster someone in reading, Buzan in Aji (2010: 22) divides the number of words in the text and
the time it takes to finish. The formula is as follows:
|
Words per minute (WPM) = Number of
words/time
|
|
Words
Per Minute (WPM
|
Kinds
|
|
120 WPM
|
Below average reader
|
|
120-180 WPM
|
Below average reader unless under
sixteen
|
|
180-240 WPM
|
Average reader
|
|
240-350 WPM
|
Average college level reader
|
|
350-500 WPM
|
Above average reader
|
|
Over 500 WPM
|
Superior / fast reader
|
Based on the formula and explanation in
column, it can be concluded that the more words the reader gets per minute, the
less time to comprehend a text he needs. On the contrary, the less words the
reader gets per minute, the more time to comprehend a text he needs.
B. Review Of Relevant Studies
Based on literature
that researcher read, researcher found a thesis that have relevance with the
problem that discussed in this study. Aji Imas Reni (2010), had conducted the
research entitle “An Analysis Of Student’s Ability In Reading Faster (A study
of the seventh semester students of english department at STAIN Batusangkar
registered in 2014/2015 Academic Year).
C. Conceptual Framework
This research was
conducted in order to know whether or not correlation between reading faster strategies
that applied to the third semester students of English Department of IAIN
Batusangkar registered in 2014/2015 academic year and their comprehension in
reading texts. Questionnare will use in order to get data of reading strategies
applied by the students, while reading test will use to get data of students’
reading faster (Skimming and Scanning). Both
results of reading strategies applied by the students and reading faster is
correlated by using product momment correlational analysis, in order to know
the correlation between reading faster strategies (Skimming and Scaning) that
is applied by the students toward their reading comprehension. The conceptional
framework of this research is diagramed as follow:
 |
 |
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 |
|||||
CHAPTER III
RESEARCH
METHODOLOGY
A. Research Design
The
design of this research that will be used by the researcher is quantitative
research with correlational design which tries to see the correlation between
two variables , namely students’ reading faster strategies “X” as independent
variable, and students’ comprehension “Y” as the dependent variables.
“In correlation research, the size of a
coefficient of correlation is influenced by the adequacy of the measuring
instruments for their intended purpose. Instruments that are too easy or too
difficult for the participants in a study would not discriminate among them and
would result in a smaller correlation coefficient than instruments with
appropriate difficulty levels. Studies using instruments with low reliability
and questionable validity are unlikely to produce useful results.” (Ary,
Donald, et all, 2010, Introduction to
Research in Education Eighth Edition, Canada: Cengage
Learning).
Donald, et
all (2010: 353) determines that In
correlation research, the size of a coefficient of correlation is influenced by
the adequacy of the measuring instruments for their intended purpose.
Instruments that are too easy or too difficult for the participants in a study
would not discriminate among them and would result in a smaller correlation
coefficient than instruments with appropriate difficulty levels. Studies using
instruments with low reliability and questionable validity are unlikely to
produce useful results.
It means Correlation
studies are concerned with determining the extent of relationship between
variables. They enable one to measure the extent to which variations in one
variable are associated with variations in determined through the use of the
coefficient of correlation.
B. Population and Sample
1. Population
Gay and Airasian in Aji (2010; 25)
define population is the group of
interest to the researcher, the group which she or he would like to result of
the study to be generalized.
It means a population is all of
individual or units of interest and there is not available data for almost all
individual in a population. The population of this reasearch will be applied for the third
semester students of English department of STAIN Batusangkar that registered in
2014/2015 academic year that consist of three classes. They are choosen as the
population bacause they are learning reading faster strategy right now in this
semester.
2. Sample
Aji (2010: 28) defines that sample is the one that is representative of
the population from which it is selected. In order to get the sample, the
researcher chosen all of students to be samples. Arikunto in Aji (2010: 28)
explains if the number of population is
less than 100 people, it is better to take them all as the sample.
It means that sample is subgroup of
population or subset of the individuals in a population.
C. Techniques of Data Collection
1. Questionnaire
“A
questionnaire is a set of questions for gathering information from
individuals.” (Evaluation Briefs, 2008, Data Collection Methods for Program Evaluation: Questionnaires)”.
Evaluation
Briefs (2008: 1) states that a
questionnaire is a set of questions for gathering information from individuals.
It means
that questionnaire is a collection of question that will be asked to the
responden for the research. This questionanaire will be divided for students to
ask them about their reading faster strategies that the sample used in reading
text in daily life.
2. Reading Test
Hidayati in Aji (2010; 28) says that this test has regarded as a good test to
measures students’ comprehension of a text since this test has and expert made
test and had been revise several time.
Reading test will be used in this
research to get the data of students’ reading comprehension by using reading
faster strategies (Skimming and Scanning) in Reading III. This test will make
the students to read a text that consist of a thousand words and they have to
finish it in three minutes that will be taken by the researcher. Then, all of
the sample will give some questions that correlate with the text before. This
test will measure how many information that they can comprehend
D. Technique of Data Analysis
In
analyzing the data, the researcher will use descriptive analysis. In this case,
the following steps are:
1.
Collecting the students’ questonnaries
that they have filled
2.
Analyzing the questionnaire that
students have filled
3.
Analyzing the answer sheet of students’
reading test
4.
Measuring how score that they get
5.
Interpreting the data
BIBLIOGRAPHY
Ary,
Donald, et all, 2010, Introduction to
Research in Education Eighth Edition, Canada: Cengage
Learning
Brown, H. Douglas, 2001, Teaching by Principles: An Interactive
Approach to Language Pedadogy “Second Edition”, New York: Pearson Education
Company
Evaluation
Briefs, 2008, Data Collection Methods for
Program Evaluation: Questionnaires
Mikulecky, Beatrice S. & Linda
Jeffries, 2005, Reading Power “third
edition”, United States of America: Pearson Education
Reni, Aji Imas,
2015, An Analysis of Students’ Ability In
Reading Faster, Batusangkar: STAIN Batusangkar Press (SKRIPSI)
Sutz, Richard & Peter Weverka, 2009, Speed Reading fo Dummies, Wiley Publishing, Inc., Indianapolis,
Indiana
Tadros, Lori Connors, 2014, Ceelo
Fast Fact “Definitions and Approaches
to Measuring Reading Profiency Suharsimi
Arikunto. 1996. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bima
Akasara
Team of Five, 2009, Improving Reading Skill In English, Jakarta:
Kencana Prenada Media Group
Wolley, G., 2011, Reading
Comprehension: Assisting Children with Learning Difficulties, Springer
Science+Business Media Brown, H. Douglas, 2000, Language Assessment Principles and Classroom Practice, San
Francisco: Longman
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