Classifying Vocabulary, Skimming, and Scanning to Improve Reading Comprehension

Abstract

This research aimed at showing the influence of classifying vocabulary, and using skimming and scanning strategies to improve reading comprehension. Participants were a group of 15 students whose ages ranged from 14 to 16. They had problems in reading comprehension and vocabulary. This action research was conducted at a private language institute. The instruments to collect data were pre- and post-surveys, pre- post-tests, learning logs, skimming and scanning forms, mini-quizzes and an interview. They provided quantitative and qualitative information. Results showed that there was a statistically significant improvement in parts of speech knowledge from the pre- to the post-test. The result was an average improvement of 28.2% in student performance. Cohen’s d was calculated with a result of 1.09 which means there is impact in learning. There was also a steady improvement in skimming and scanning technique which was exemplified by the ability to correctly complete a skimming and scanning document. Lastly, students’ perspectives were positive to this innovation. Therefore, it is advisable to apply the same innovation with other learners in order to compare results of improvement of reading comprehension and overall proficiency.