AN ANALYSIS OF STUDENT'S DIFFICULTIES IN ENGLISH READING SKIMMING TEXT AT GRADE X MA MUHAMMADIYAH BENGKULU
Abstract
Reading is an essential skill in learning English as a Foreign Language (EFL) because it plays a significant role in developing students’ academic abilities and knowledge. One of the rapid reading techniques introduced at the Madrasah Aliyah level is skimming, which is used to obtain the general idea and main points of a text without reading it in detail. However, based on preliminary observations at MA Muhammadiyah Bengkulu, many students still experience difficulties in applying skimming techniques effectively. Therefore, this study aims to analyze students’ difficulties in reading English texts using skimming techniques and to identify the factors causing these difficulties. This research employed a descriptive qualitative approach. The participants were 15 tenth-grade students of MA Muhammadiyah Bengkulu selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that students faced several difficulties in applying skimming techniques, such as identifying the main idea, understanding vocabulary, locating word references, making inferences, and finding detailed information in the text. The main factors contributing to these difficulties were limited vocabulary mastery, students’ lack of understanding of skimming strategies, and insufficient practice in reading English texts. Based on these findings, it can be concluded that students’ skimming ability still needs improvement through more structured reading instruction, appropriate strategy application, and continuous practice in order to help students comprehend English texts more effectively and efficiently.
References
Buku :
Alderson, J. C. (2000). Assessing reading. Cambridge University Press.
Arikunto, S. (2020). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.
Cooper, J. D., Warncke, E. W., & Shipman, D. A. (1988). What research says to the teacher: Teaching reading. National Education Association.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design (5th ed.). Sage Publications.
Grellet, F. (1996). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge University Press.
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading (3rd ed.). Routledge.
Harmer, J. (2007). How to teach English. Longman.
Hill, D. (2000). Graded readers. Oxford University Press.
Lems, K. (2010). Teaching reading to English language learners. Guilford Press.
Maxwell, M. J. (1969). Skimming and scanning improvement. McGraw-Hill.
McWhorter, K. T. (1989). Reading skills for college students. Little, Brown and Company.
Mikulecky, B. S., & Jeffries, L. (2004). More reading power. Longman.
Moleong, L. J. (2021). Metodologi penelitian kualitatif. Remaja Rosdakarya.
Nation, I. S. P. (2019). Teaching ESL/EFL reading and writing. Routledge.
Partnership for Reading. (2005). Put reading first: The research building blocks for teaching children to read. National Institute for Literacy.
Sugiyono. (2022). Metode penelitian kualitatif. Alfabeta.
Artikel in Press :
AlBloushi, A. (2025). Skimming and scanning strategies in EFL reading comprehension. Journal of Language Education. (In Press).
Kargiotidis, A., Papadopoulou, M., & Zafiri, M. (2025). Language comprehension as a predictor of reading achievement. System. (In Press).
Jurnal :
Apsari, Y. (2017). Teaching reading comprehension through contextual approach. Journal of English Education, 5(1), 25–34.
Diaz, L., & Laguado, J. (2013). Improving reading skills through skimming and scanning techniques. English Language Teaching, 6(8), 133–139.
Duke, N. K. (2020). Reading comprehension development. Reading Research Quarterly, 55(3), 345–367.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.
Koda, K., & Yamashita, J. (2024). Reading strategies in EFL contexts. System, 116, 102940.
Medranda-Morales, N., Palacios Mieles, L., & Villalba Guevara, M. (2023). EFL learners’ reading difficulties in identifying main ideas. Journal of English Education, 12(2), 87–101.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis in educational research. Qualitative Research Journal, 14(1), 1–15.
OECD. (2023). PISA 2022 results: Reading literacy. OECD Education Reports, 1(1), 1–40.
Sangia, R. A. (2014). Reading as an interactive process. Journal of Language and Literacy Education, 10(1), 56–65.
