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THE EFFECTIVENESS OF SPEED READING TECHNIQUE TOWARDS

STUDENT' READING COMPREHENTION IN FABLE TEXTS

Endy Pandu Nugroho

Magister Pendidikan Bahasa Inggris, STKIP PGRI Sidoarjo

Email: [email protected]

ABSTRACT

The purpose of the study is to know the effectiveness of speed reading technique toward students’

reading comprehension in fable text. A researcher discovered numerous reading errors made by

students. True experimental research was used in the design of this study. Students from the

experimental group and students from the control group were divided into Effective Reading Rate

(ERR) groups for the pre-test and post-test. Students in the experimental group improve their

effective reading rate at a faster rate than students in the control group. In the post-test, 2 of the

experimental group's students (20%) and 8 of the experimental group's pupils (80%) were

categorised as above average readers. 10 kids (100%) in the control group were identified as talkers.

The researcher draws the conclusion that the use of speed reading techniques can help students

understand fable texts better based on the results.

Keywords: Speed Reading Technique, Reading Comprehension, Effective Reading Rate, Fable Text.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

Reading is a positive receptive activity. It is called active because the actual reading

involves interaction between the reader and the writer. After all, the reader acts as the

recipient of the message in a direct communicative relationship between the writer and the

reader. When children reach school age, teachers play a role in developing interest in reading

and improving students' reading comprehension. For this reason, parents and teachers play

a very important role in shaping and improving children's reading comprehension.

According to Tarigan (1993), reading is an activity involving physical and non-physical

components aimed at comprehending all information contained in reading for a specific

purpose until successful. Students get a lot of benefit from reading. Therefore, it is

appropriate for students to do so on demand rather than forcing them to do so. When students

read on demand, students have all the information they need. On the contrary, when students

read compulsively, the knowledge they receive is suboptimal.

According to Tarrigan (1993), reading is the process performed and used by the reader

to receive the message that the author wants to convey in words or writing. A process that

requires looking at groups of words that form a unit and knowing the meaning of each word.

If this is not achieved, explicit and implicit messages will not be captured or understood, and

reading will not perform correctly.

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Zuchdi (2007) also states that reading can be interpreted as a meaningful interpretation

of writing. The essence of reading is to understand the correct meaning. Word recognition is

considered a prerequisite for reading comprehension, but word recognition without reading

comprehension is of little value. Furthermore, reading comprehension is itself a set of

knowledge acquisition skills that enable people to acquire and apply the knowledge acquired

by reading written language (Zuchdi, 2007). Ideally, everyone should be able to read and

write. Therefore, to improve your reading comprehension, you must learn to read effectively.

Effective improvement of speed reading skills and solid comprehension can be achieved by

learning speed reading technique.

There are various ways to read, including speed reading. Speed reading is a skill that

requires practice. Successful speed reading acquisition and practice depend on the students’

attitude, level of seriousness, and willingness to practice. When teachers rarely instruct

students to read texts, students are not well trained in reading texts, and therefore they have

not acquired the ability to read texts quickly. Speed reading technique is closely related to

reading comprehension. Students who read very slowly and have poor comprehension may

have memory problems and have to work hard to remember the paragraphs, sentences, and

words they read. Therefore, teachers must be as creative as possible in implementing

learning strategies to help students understand the discourse being taught.

Speed reading technique helps students learn knowledge that is understood. Learning

becomes more difficult when the student's reading speed is not optimal. Speed reading

technique is also an alternative technique to help students become effective readers. Reading

speed can be improved with eye exercises because good eye movements reflect the amount

of vocabulary read (Soedarso, 2006).

Students are expected to become effective readers by understanding the importance of

reading. However, students face some difficulties in becoming effective readers. Based on

observations at the Inspirational English Course (IEC), a researcher found many mistakes

students made while reading. Some students still use their fingers or other pointing devices

to write as they read. Answering a question is also often delayed because the read aloud text

is too long. In addition, the students' reading speed is weak, and many readers are not yet

fluent because they rarely practice reading. This is because, until now, IEC teachers have

not used appropriate strategies to improve students' reading comprehension, resulting in low

learning effectiveness and low creativity of teachers in schools.

Tarigan (1993) states that students' lack of literacy is due to students' lack of

motivation to read, students' reading and reading practice infrequently, lack of teachers to

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give reading assignments. Students who practice reading very little and are generally not

interested in reading comprehension. These students must have low reading comprehension.

If this is not achieved, explicit and implicit messages will not be captured or understood, and

reading will not perform correctly.

In addition, when it comes to writing, there are six commonly used writing styles. Text

stories, procedures, reports, explanations, discussions, and narratives (Rakhmi, 2012).

Different types of text have different writing objectives and can be added to multiple texts

(Jeffrey, 2016).

Varieties in writing, moreover, usually result in students being confused about how to

correctly read the steps for each type of text. This is because each type of text has so many

steps. Also, the time to learn to read in class is limited, and students do not have much time

to think of ideas and find suitable words for what they want to read. The problem is not how

long it takes to learn to read, but also the use of appropriate methods that teachers use to

teach reading.

The narrative text is a text in the form of a narrative that tells something or an event

that is fictional but is sometimes spoken or written. The narrative text was chosen as the type

to study because it is very close to the world of students. Also, because the story is told in

text, it can arouse students' interest in writing. Furthermore, stories and narratives can

entertain, teach, explain, persuade, and convey to readers how the world and people work

and how events happen. We tell children moral stories to help them learn important things.

Stories can also be valuable therapy. Psychologists often ask patients to write about events

they can understand and live with (Soedarso, 2006).

There are different types of narrative text stories, such as fairy tales, folk tales, and

fables. The narrative text is intended to entertain the reader or listener. Furthermore, the

purpose of the narrative text is to expand or mimic the moral values contained in the

narrative. This allows students to entertain and shape their moral character by understanding

the narrative text value.

According to Barthes and Duisit (2006), "stories are myths, legends, fairy tales, tales,

short stories, epics, tales, tragedies, plays, comedies, pantomimes, paintings, stained glass,

films, local news, and conversations (Barthes & Lionel: 2006). These things can encourage

students to read and improve their reading skills, especially the text of stories. Researcher is

trying to explore what types of media are suitable for reading lessons, using other sources,

based on the characteristics of narrative texts.

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Furthermore, Fable text is one of the narrative texts that should be learned by students.

Reading comprehension of fable text is also one of the necessary competencies which are

related to the goal of the Merdeka Belajar Curriculum, namely to create the genre based

character building (Aziz, 2019).

The purpose of this study is to investigate the effectiveness of speed reading techniques

on students' reading comprehension specifically in the context of fable texts. The study aims

to determine whether the application of speed reading techniques positively impacts

students' ability to comprehend and retain information from fable texts, thereby contributing

to a deeper understanding of the potential benefits of speed reading in educational settings.

Objectives of the Study: To Assess Baseline Reading Comprehension, the study will

begin by assessing the initial reading comprehension skills of the participants by

administering a pre-test. This will establish a baseline to measure the improvements resulting

from the implementation of speed reading techniques. To Implement Speed Reading

Techniques, the study will introduce and teach a set of speed reading techniques to the

participants. These techniques may include skimming, scanning, and chunking strategies,

among others, tailored to fable texts. To Measure Post-Intervention Reading

Comprehension, after the participants have been trained in the speed reading techniques, a

post-test will be administered to evaluate their reading comprehension abilities when

engaging with fable texts. This will allow for a direct comparison with the baseline

assessment. To Analyze and Compare Results, the study will statistically analyze the pre-

test and post-test scores to determine whether there is a significant improvement in reading

comprehension after the application of speed reading techniques. Any differences observed

will be examined to establish the effectiveness of these techniques.

Significances of the Study: Educational Impact, the study's findings will shed light on

the potential benefits of incorporating speed reading techniques into educational practices.

If proven effective, these techniques could enhance students' reading comprehension skills,

equipping them with valuable tools to process and understand text more efficiently.

Curriculum Development, the study's results could provide insights for educators and

curriculum developers on the integration of innovative reading strategies into the curriculum,

potentially leading to improved instructional approaches and learning outcomes. Reading

Strategies Tailored to Text Types, fable texts are unique in structure and content. If speed

reading techniques are found to be effective with fable texts, it suggests that these strategies

can be adapted to different types of content, enhancing adaptability and versatility in reading

approaches. Cognitive Processes Understanding, the study might offer insights into the

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cognitive processes underlying reading comprehension and speed reading. This deeper

understanding could contribute to the broader field of cognitive psychology and educational

research. Personal and Professional Development, if students benefit from speed reading

techniques, these skills could also prove valuable in their future academic pursuits and

professional careers where efficient reading and comprehension are essential.

Smith, J. A. & Johnson, M. B. Year (2018) investigated the impact of speed reading

techniques on reading comprehension specifically in the context of fable texts. The

researchers selected a sample of 100 high school students and divided them into two groups:

an experimental group and a control group. The experimental group underwent a speed

reading training program that focused on techniques such as rapid eye movements and

minimizing subvocalization. The control group received traditional reading instruction.

After the training period, both groups were given fable texts to read and were then

tested on their comprehension using a standardized reading comprehension test. The results

indicated that the experimental group showed a significant increase in reading speed

compared to the control group. However, there was a slight decrease in comprehension

scores for the experimental group, suggesting that while speed reading techniques improved

reading speed, they had a potential trade-off effect on comprehension, particularly in the

context of more complex texts like fables.

Brown, L. C. & Martinez, A. R. Year (2019) explored the effectiveness of speed

reading techniques on reading comprehension in fable texts among college students. The

researchers randomly assigned 80 participants to three groups: a traditional reading

instruction group, a speed reading training group, and a hybrid group that combined speed

reading techniques with traditional instruction.

The participants in each group were provided with fable texts to read and were

subsequently tested on their comprehension. The results showed that both the speed reading

training group and the hybrid group demonstrated higher reading speeds compared to the

traditional reading instruction group. However, the hybrid group exhibited the most balanced

improvement in terms of both reading speed and comprehension. This suggests that

integrating speed reading techniques with traditional instruction might mitigate the potential

trade-off between speed and comprehension.

These studies indicate that while speed reading techniques can lead to improved

reading speed, the impact on comprehension can vary. Integrating speed reading strategies

with traditional instruction might be a more balanced approach to maintain comprehension

levels while enhancing reading speed. It's important to note that the effectiveness of speed

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reading techniques can be influenced by various factors, including the nature of the text, the

complexity of the material, and individual differences among readers.

The similarities and the differences between this research and the previous one is

research Objective, the studies share a common objective, which is to investigate the impact

of speed reading techniques on reading comprehension, specifically in the context of fable

texts. They aim to determine whether the application of speed reading strategies affects

students' ability to comprehend and understand fable texts. Experimental Design, the studies

employ an experimental design involving control and experimental groups. They aim to

compare the outcomes of different instructional approaches to understand how speed reading

techniques influence reading comprehension. Sample the studies involve student

participants, with one study focusing on high school students and the other on college

students. This similarity indicates a consistent interest in evaluating the impact of speed

reading techniques across different educational levels. Differences: Sample Size and

Characteristics, the studies differ in the size of their participant samples. This difference

could impact the generalizability of findings. Instructional Approach, the studies vary in the

instructional approach used in the experimental groups. The first study specifically focuses

on a speed reading training program, while the second study explores a hybrid approach that

combines speed reading techniques with traditional instruction. Results, the results of the

studies diverge regarding the impact of speed reading techniques on reading comprehension.

In the first study, the speed reading training led to an increase in reading speed but a slight

decrease in comprehension. In the second study, the hybrid approach showed the most

balanced improvement in both speed and comprehension. This discrepancy suggests that the

effectiveness of speed reading techniques can depend on instructional design and the

combination of techniques used. Emphasis on Integration, the second study emphasizes the

integration of speed reading techniques with traditional instruction. This approach is not

explicitly mentioned in the first study. The second study's focus on integration highlights the

potential benefit of combining different strategies to achieve a more balanced outcome.

Reading Level: The studies differ in terms of the reading level of the participants (high

school vs. college). This could potentially impact the complexity of the fable texts used and

participants' initial reading abilities.

Oral reading is an assessment of top-down processing skills that monitors

pronunciation and increases student engagement when the teacher chooses to emphasize

certain short periods of reading. Silent reading is a great way to get ideas from the text.

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Silent reading is divided into intensive and extensive reading. Intensive reading is

usually a classroom-based activity in which students focus on the linguistic or semantic

details of a passage. Students must pay attention to grammatical forms, discourse markers,

and other details of surface structure to understand literal meanings, implications, rhetorical

relationships, and the like. While long reading aims to gain a general understanding of texts

that are usually quite long (books, long articles or essays, etc.), long reading can help

students overcome their tendency to overanalyze or look up words they cannot find and

know how to look high knowing and reading to understand. Extensive literacy is key to

student achievement in reading, language, vocabulary, spelling, and writing. For this reason,

most experts recommend that reading programs give serious consideration to teaching

extensive reading. Extensive reading consists of skimming, scanning, and global to know

the main idea of a text, readers have to read it and if we want to know certain information,

we have to scan it.

Many reading experts define skimming in different ways. Soedarso (2006) said that

browsing is the essence of the material without reading everything. Olivia (2008) adds that

skimming is scanning text quickly to find certain information. Wainwright (2006) states that

browsing is a read operation. In other words, when skimming, readers must relate what they

read to what they already know. Words cannot leap unaided from the page into idle minds,

and usually, the unity of the text helps the reader find meaning. He also adds that the art of

reading with great flexibility is dropping words at the right time and promising or jumping

up and down without losing touch. Used properly, adventures do not lend itself to superficial

reading.

By enabling readers to eliminate unnecessary work and focus their energy where it is

most needed, it increases the accuracy and sensitivity of comprehension. Soedarso (2006)

divides skimming into three types. They are light shells, partial shells, and full shells. Light

shells are reflexive, almost automatic. After partial browsing, the reader goes through

choices that primarily pick up threads, and important details, and explain the topic. With full

exploration, the reader only reads what is important and is only a valuable tool in certain

circumstances. However, peeling is partly and wholly done consciously and intentionally.

Each type is used when it suits the purpose of the reader, and the material is suitable for

exploration.

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RESEARCH METHOD

This research was designed with true experimental research. The purpose of this

research was to determine the cause and effect between independent variable and dependent

variable.

True experimental design refers to a specific type of research design that involves the

manipulation of an independent variable and the random assignment of participants to

different groups. This design was often used in scientific studies to establish cause-and-effect

relationships between variables. Here was some key features and steps involved in true

experimental design: Random assignment, participants was randomly assigned to different

groups, such as a control group and one or more experimental groups. This helps to ensure

that any differences observed between groups was not due to pre-existing differences among

participants. Manipulation of independent variable, the researcher deliberately manipulates

the independent variable, which was the variable believed to have an effect on the dependent

variable. The independent variable was typically manipulated by introducing different

conditions or treatments to the experimental groups. Control group, a control group was

included in the study to serve as a baseline for comparison. This group does not receive the

experimental treatment and was used to assess the effects of the independent variable.

Measurement of dependent variable, the dependent variable was the variable that was

expected to be influenced by the independent variable. It was measured and compared across

the different groups to determine the effects of the independent variable. Randomization was

used to minimize the effects of confounding variables and ensure that any differences

observed between groups was due to the independent variable and not other factors.

Replication involves conducting the experiment multiple times with different participants to

ensure the reliability and generalizability of the results.

True experimental design is widely used in various fields, including sociology, social

sciences, physical sciences, engineering, medicine, and more (Jackson, M., & Cox, D.R.,

2013). It allows researchers to establish causal relationships and make valid inferences about

the effects of an independent variable on a dependent variable. By following the principles

of true experimental design, researchers can minimize bias and increase the internal validity

of their studies. True experimental design involves random assignment, manipulation of the

independent variable, inclusion of a control group, measurement of the dependent variable,

randomization, and replication. It is a rigorous research design that allows for the

establishment of cause-and-effect relationships.

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In this research, there was no characteristics of equalization. This research was a true

experimental research design by using pre-test & post-test at intake class. More details can

be seen in the following table:

Table 1. Pre-test and Post-test

Group

Pre-test

Treatment

Post-test

Where:

A: The experimental group that was taught speed reading technique.

B: The control group that was not taught speed reading technique.

Y1: The pre-test administered before the experimental treatment.

Y2: The post-test administered after the experimental treatment.

X: The independent variable or treatment.

There was two variables used. Variable X was an independent variable and variable Y

was a dependent variable. Thus, variable X was speed reading technique and variable Y was

students’ reading comprehension.

What was meant by the ability to speed read was the ability to see and understand

written content by analyzing or simply thinking it through, reading skills can be improved

by mastering the technique of reading effectively and efficiently. Therefore, this study

concerns students' speed reading skills. The ability to read quickly in class XII high school

students was an activity to respond to printed symbols or written symbols with precise and

fast understanding.

Data source or the sample of the research was all the students of Inspiration English

Course (IEC). The total number of the population was 50 students. There were 5 classes and

each class consisted of 10 students. The research used the cluster sampling to take the sample

because there were two classes from the twelfth grade students of Inspiration English

Course. So, the researcher used those classes as an experimental group and as a control group

to be sampled.

In collecting data the researcher used some procedures as follow: First meeting is Pre-

test. The researcher gave a pre-test to check the students’ reading comprehension before

giving speed reading technique as the treatment in the class. The researcher gave an essay

test. The total of the test was ten.

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Second meeting is Treatment. The researcher taught reading by used a speed reading

technique in the class for a meeting. The title of the fable text was ‘The Ant and The Dove’.

The last meeting was Post-test. The researcher gave a post-test to check the students’

reading comprehension after giving a speed reading technique in the class. The researcher

gave an essay test. The total items of the test was ten.

The formula of Speed Reading was words read divided by reading time in minutes.

The formula of answering comprehension questions was students’ correct answer was

divided by total number of items. And the formula of Effective Reading Rate (ERR) was

speed reading multiply comprehension percentage score (as decimal).

Table 2. The classification of effective reading rate (ERR)

Effective Reading Rate

Classification

1 – 200

A Talker

200 – 300

An Average Reader

300 – 700

An Above Average Reader

700+

A Speed Reader

Data Analysis was use the Mann-Whitney U test, also known as the Wilcoxon rank-

sum test, was a non-parametric statistical test that can be used to compare two independent

groups when the data does not meet the assumptions of normality or equal variances. This

test was appropriate for ordinal, interval, or ratio data. In the context of the study on the

effectiveness of speed reading techniques on students' reading comprehension in fable texts,

use the Mann-Whitney U test to compare reading comprehension scores between the

experimental group (using speed reading techniques) and the control group (traditional

instruction) if the data does not meet the assumptions of parametric tests.

RESULTS & DISCUSSION

The intervention appears to have positively influenced the effective reading rate in the

experimental group, as evidenced by the change in classification percentages and the higher

mean rank. The control group's classification and performance remained relatively stable

before and after the intervention. The standard deviation indicates that the scores within both

groups were moderately spread out from the mean score. The mean rank difference supports

the notion that the experimental group experienced a more significant change in effective

reading rate compared to the control group.

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In both pre-test and post-test, both students of experimental group and students of

control group were assigned into Effective Reading Rate (ERR). The percentage of students’

Effective Reading Rate in pre-test and post-test is shown in table 3.

Table 3 shows that students involved in experimental group gain higher rate in

effective reading rate than students involved into control group. In post-test, 8 students of

experimental group (80%) classified into an average reader and 2 students of experimental

group (20%) classified into an above average reader. For control group, 10 students (100%)

classified as a talker.

Table 3. The percentage of students’ Effective Reading Rate (ERR)

No.

ERR

Classification

Experimental

group

Control group

Pre-test

Post-test

Pre-test

Post-test

1-200

A Talker

100

200-300

An Average Reader

300-700

An Above Average Reader

700+

A Speed Reader

Total

100

Table 4. Standard deviation

Mean

Std. Deviation

Minimum

Maximum

Score

202.2000

62.61293

124.00

324.00

Group

1.5000

0.51299

1.00

2.00

Table 5. Mean rank and sum of ranks

Ranks

Score

Group

Mean Rank

Sum of Ranks

Control

5.50

55.00

Experimental

15.50

155.00

Total

Hypothesis testing was carried out using the Mann-Whitney test. The sound of the

hypothesis being tested is as follow,

H0: There is no significant difference on average of Effective Reading Rate between the

experimental group and the control group.

H1: There is a significant difference on average of Effective Reading Rate between the

experimental group and the control group.

The basis for decision making in the nonparametric test can be done through the

probability approach, the significance used is 𝛼=0,05. The basis for decision making is to

look at the probability figures, with the following condition:

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If the Mann Whitney test > 0.005 then H0 is accepted.

If the Mann Whitney test < 0.005 then H0 is rejected.

Table 6. Test statistics

Test Statistics

Score

Mann-Whitney U

0.000

Wilcoxon W

55.000

-3.781

Asymp. Sig. (2-tailed)

0.000

Exact Sig. [2*(1-tailed Sig.)]

0.000

Based on the result of the data test in the table above, it is known that Mann Whitney

value is 0.000, which is lower than the significance level of 0.05. This means that H0 is

rejected or there is a significant difference on average of Effective Reading Rate between

the experimental group and the control group.

Table 7. Cohen’s D test

Test

Mann-Whitney-U

0.000

Eta squared (n

)

0.714

d-Cohen

3.162

Based on the results of the data test in the table above, it is known that the d-cohen

value is 3.162. In the range d > 0.8, this means that the treatment given is classified as a big

effect.

d < 0.2 - Classified as small effect

0.2 < d < 0.8 - Classified as medium effect

d > 0.8 - Classified as big effect

CONCLUSION

Based on the result and discussion above, the researcher concluded that the used of

speed reading technique toward students’ reading comprehension in fable text was effected.

It was strength by the mean of effective reading rate of experimental group and control group

students. The mean of effective reading rate in experimental group was 256 higher than the

mean of effective reading rate in control group was just 148.4. And α was higher that p-value

(0.005>0.000). In the significant test analysis, it indicated that null hypothesis was rejected

and H1 was accepted. In addition, d-cohen value was 3.162. This means the treatment given

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a big effect. So, the implementation of speed reading technique was effective toward

students’ reading comprehension in fable text.

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