















































49 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 01, March 2020, pp. 49- 61 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Effectiveness Of Speed Reading As Technique In Teaching Reading 
Comprehension Of Tenth Grade At MA. Sunan Cendana Madura  

Lailatul Qomariah1, Rahmat Efendi2 

Students of Institut Keislaman Abdullah Faqih Gresik1 

English Language Department, Faculty of Tarbiyah, Institut Keislaman Abdullah Faqih Gresik2 

laitatulqomariyah@gmail.com1,  rahmatefendi.inkafa@gmail.com2  

ABSTRACT 

The objective of the research is to know the students’ achievement using speed reading technique in teaching 

reading comprehension. The research is carried out at MA Sunan Cendana Madura. The method non-

randomized experimental study and the number of experimental class is 22 and 23 for control class. The 

researcher uses ANCOVA (Analysis of Covariance. The result shows that the pretest average score of each 

group is different. The pretest score of experimental group is 61.36 and control group is 44.35. Then, the post-

test average score of the experimental group is 87,27 and the control group is 56,52. It is found that the value 

of F is 33,18. It is found that F critical with df 43 at 0.01 level of significance to 7,08. It means that F value is 

higher than F critical score. The result of data analysis above shows that: (1) speed reading technique is more 

effective than the conventional technique on reading comprehension. 

Keywords: Teaching Reading Comprehension, Speed Reading 

 

I. INTRODUCTION 
Reading comprehension is the ability 

to read text, process it and understand its 

meaning. An individual's ability to 

comprehend text is influenced by their traits 

and skills, one of which is the ability to make 

inferences. If word recognition is difficult, 

students use too much of their processing 

capacity to read individual words, which 

interferes with their ability to comprehend 

what is read. There are a number of 

approaches to improve reading 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:laitatulqomariyah@gmail.com
mailto:rahmatefendi.inkafa@gmail.com


50 
 

comprehension, including improving one's 

vocabulary and reading strategies. 

The speed reading is use greatly for the 

rest of life. It will help the students to rise up 

“deep intelligence” and it will give a great 

benefit in the end of language studies. The 

capability of good reading is a technique to 

change slow, eyes movement while reading; 

it also changes their low comprehension or 

understanding in reading. 

Speed reading can be an inspiration 

technique to teach the students whom still 

low in reading comprehension. Especially for 

the students’ at tenth grade of MA Sunan 

Cendana Madura which has some problem in 

their reading ability. based on the 

observation with the tenth grade of senior 

high school students in the class , the 

researcher found that some students dislike 

to read english lesson and some text that 

translate by english language because  

students’ feel that english is not important 

and less to comprehend the text when the 

teacher explain.  

Many students see speed reading as the 

easy answer to the ever growing pile of texts, 

reference and resource’s papers which “must 

be read” let’s clear up some popular 

misconception right from the start.” Speed 

reading is not the definitive answer to the 

most academic survival problems and even if 

it were, it certainly is not an easy skill to 

obtain or practice (Torppa, Georgiou, Salmi, 

Eklund, & Lyytinen, 2012). 

There are a lot of  advantages that will 

received by students in using of speed 

reading such as, being able to assimilate all 

the information in short time. They can finish 

their work fast (Roy-Charland, Perron, 

Turgeon, Hoffman, & Chamberland, 2016). 

Here, it is clear that speed reading can help 

students to make their reading is better. In 

fact, the student’s score in MA Sunan 

Cendana Madura are still low especially on 

tenth grade. The goal of researcher applies of 

speed reading technique for students to be 

more understanding and comprehend the 

material that taught by teacher. And the 

students will be more quickly comprehend 

the materials that given by teacher. 

Teaching English at tenth grade of 

senior high school is not easy task. Teacher 

usually still use speech method in teaching 

reading comprehension. It can make the 

students get bored and tired. Therefore, the 

teachers of senior high school should teach 

the reading comprehension, through more an 

effective by using speed reading as technique 

in teaching reading comprehension. 

Students are  hoped fell more interested and 

pay more attention to the teacher. 

In learning English, students should be 

able to master four skills of English, they are 

speaking, reading, writing, and listening. 



51 
 

Speed reading is one of technique to read 

fastly by two ways, its from scanning and 

skimming the students be able to spend their 

time more effective to read some text or many 

information. 

According to the researcher’s 

observation, the students’ reading skill of 

seventh grade students of MA Sunan 

Cendana Madura which has some problem 

such as slow in comprehend the text and 

spend their time too long when the teacher 

explain.  They still have difficulties in 

understanding the text, so researcher wants 

to conduct a research with a title the 

effectiveness speed reading as technique in 

teaching reading comprehension at seventh 

grade of MA Sunan Cendana Madura. 

II. LITERATURE REVIEW 

A. The Nature of Reading 

Reading is the receptive skill in the 

written mode. It can develop independently 

of listening and speaking, but often develops 

along with them, especially in societies with 

a highly developed literary tradition (NSW, 

2017). Reading can help build vocabulary 

that helps listening comprehension at the 

later stages particularly (Share, 2008). 

Reading is the ability to draw meaning 

from the printed page and interpret this 

information appropriately (Babapour, 

Ahangari, & Ahour, 2019). It makes the 

reader get new information accurately and 

get new knowledge. In this research, 

definition meaning above make the student 

understands about the content of the text 

then they can apply to do assessment. 

 
“Reading is a construction of meaning 

from text. It is an active, cognitive, and 

effective process (Liebfreund & Conradi, 

2016). When teacher give a kind of the text, 

student can apply their knowledge based on 

the knowledge which they accept after read 

the text” Moreover, reading is the same sort 

of activity as listening, and the only specific 

aspect of reading that we need to concern 

ourselves with as testers is the process of 

transformation from print to speech 

(Sheriston, Critten, & Jones, 2016). After 

reading something we should understand 

about the context and not only read it. If 

there is someone who read aloud. It makes us 

know about the content of the text, so it will 

help us to understand about the content of 

text. 

The reading comprehension strategy 

instruction in edge provides adolescents rich 

and meaningful opportunities to take control 

of their reading . It shows youth that reading 

proficiently is not a matter of being innately 

smart but, in part, a matter of applying 

appropriate strategies. 



52 
 

Reading comprehension is the ability 

to read text, process it and understand its 

meaning. An individual's ability to 

comprehend text is influenced by their traits 

and skills, one of which is the ability to make 

inferences. If word recognition is difficult, 

students use too much of their processing 

capacity to read individual words, which 

interferes with their ability to comprehend 

what is read. There are a number of 

approaches to improve reading 

comprehension, including improving one's 

vocabulary and reading strategies. 

Reading comprehension is defined as 

the level of understanding of a text/message. 

This understanding comes from the 

interaction between the words that are 

written and how they trigger knowledge 

outside the text/message. Comprehension is 

a "creative, multifaceted process" dependent 

upon four language 

skills: phonology, syntax, semantics, 

and pragmatics (Tompkins, 2014). 

Proficient reading depends on the 

ability to recognize words quickly and 

effortlessly (Aziz & Dewi, 2019). It is also 

determined by an individual's cognitive 

development (Sheriston et al., 2016), which 

is "the construction of thought processes". 

Some people learn through education or 

instruction and others through direct 

experiences. 

There are specific traits that determine 

how successfully an individual will 

comprehend text, including prior knowledge 

about the subject, well developed language, 

and the ability to make inferences. Having 

the skill to monitor comprehension is a 

factor: "Why is this important?" and "Do I 

need to read the entire text?" are examples. 

Lastly, is the ability to be self-correcting to 

solve comprehension problems as they arise? 

Reading comprehension involves two levels 

of processing, shallow (low-level) processing 

and deep (high-level) processing. Deep 

processing involves semantic processing, 

which happens when we encode the meaning 

of a word and relate it to similar words. 

Shallow processing involves structural and 

phonemic recognition, the processing of 

sentence and word structure and their 

associated sounds.  

Comprehension levels can now be 

observed through the use of a fMRI, 

functional magnetic resonance imaging. 

fMRIs' are used to determine the specific 

neural pathways of activation across two 

conditions, narrative-level comprehension 

and sentence-level comprehension. Images 

showed that there was less brain region 

activation during sentence-level 

comprehension, suggesting a shared reliance 

with comprehension pathways. The scans 

also showed an enhanced temporal 

https://en.wikipedia.org/wiki/Theoretical_linguistics
https://en.wikipedia.org/wiki/Theoretical_linguistics
https://en.wikipedia.org/wiki/Phonology
https://en.wikipedia.org/wiki/Pragmatics
https://en.wikipedia.org/wiki/Levels_of_processing
https://en.wikipedia.org/wiki/Levels_of_processing
https://en.wikipedia.org/wiki/Semantic


53 
 

activation during narrative levels tests 

indicating this approach activates situation 

and spatial processing (Kim et al., 2017). 

Reading comprehension and 

vocabulary are inextricably linked. The 

ability to decode or identify and pronounce 

words is self-evidently important, but 

knowing what the words mean has a major 

and direct effect on knowing what any 

specific passage means. Students with a 

smaller vocabulary than other students 

comprehend less of what they read and it has 

been suggested that the most impactful way 

to improve comprehension is to improve 

vocabulary. Most words are learned 

gradually through a wide variety of 

environments: television, books, and 

conversations. Some words are more 

complex and difficult to learn, such as 

homonyms, words that have multiple 

meanings and those with figurative 

meanings, like idioms, similes, 

and metaphors. 

 

III. METHOD 
The researcher observed the students 

of tenth grade of MA Sunan Cendana 

Madura uses quasi-experimental non-

randomized pretest and posttest design 

which is planned and carried out the relevant 

hypotheses. The researcher achieves the 

complete control over potential confounding 

variables that can be threats to internal 

validity of this study. 

A. Participants 
The participants of this research are 

tenth-grade students of MA Sunan Cendana 

Madura. Two parallel classes as the samples, 

XA and XB class. 

B. Instrument 
The instrument are pre-test and post-

test based on adjusted topic curriculum. But, 

before giving the tests, the test validity and 

reliability are needed. The tryout was done at 

tenth-grade of MA. Mambaus Sholihin 

Manyar Gresik. 

IV. RESULT AND DISCUSSION 
the researcher finds that the average 

score of each group iss different. The pretest 

score of experimental group iss 61,36 and 

control group is 44,35. From the data 

analysis, the researcher finds the difference 

average score between the two groups. The 

experimental group get 87,27; whereas, the 

control group get 56,52.  

 

SSt   = ∑X2 - N

X
2

)(

 

  = 247.000 – 
(3220)

45

2

 

  =247.000- 
45

10368400
 

https://en.wikipedia.org/wiki/Simile
https://en.wikipedia.org/wiki/Metaphor


54 
 

  =247.000– 230408.89 

  = 16591.11 

SSb  = 

N

X

n

X

n

X
2

2

2

2

1

2

1
)()()( 

−+  

  = 
45

3220

23

1300

22

1920
222

−







+  

  = 

45

10368400

23

000.1690

22

3686400
−








+  

  = 

  89.23040826.7347864.167563 −+  

  = 241041.9 – 230408.89 

  = 10633.01 

SSw  = SSt-SSb 

  = 16591.11 – 10633.01 

  = 5958.1 

MSb  = 
1−K

SSb
  

  = 
12

01.10633

−
 

  = 
1

01.10633
 

  = 10633.01 

MSw = 
KN

SSw

−
 

  = 
245

1.5958

−
 

  = 
43

1.5958
 

  = 138.56 

Dfb  = K-1 

  =2-1 

  =1 

Dfw  = N-K 

  = 45-2 

  =43 

From the result of ANOVA, it was 

found that the value of sum of squares 

deviation of each score from the grand mean 

(SSt) was 16591.11 The sum of squares 

between groups (SSb) was 10633.01. The sum 

squares within groups (SSw) was 5958.1 The 

mean square between groups (MSb) was 

10633.01. The mean square within group 

(MSw) was 138.56. 

Then the next step was the analysis of 

correlation. It was the correlation analysis 

between covariate data variable and 

dependent variable for the entire subject (rt) 

and each group (rk). The complete analysis 

was done below: 

SX1 = 
2

1

1

2

1
X

n

X
−


  



55 
 

 = 
2

)27.87(
22

000.170
−  

 = 05.7616
22

000.170
−  

 = 05.761627.7727 −  

 = 22.111  

 = 10.55 

SY1 = 
2

1

1

2

1
Y

n

Y
−

  

 = 
2

)36.61(
22

84300
−  

 = 05.37650
22

84300
−  

 = 05.376582.3831 −  

 = 77.66  

 = 8.17 

r1  = 

11

11

1

11

.SYSX

YX
n

YX
−


 

  = 
)17.8).(55.10(

)36.61).(27.87(
22

118900
−

 

  = 
19.86

89.535455.5404 −
 

  = 
19.86

66.49
 

  = 0.58 

2. SX2  = 
2

2

2

2

2
X

n

X
−


 

  = 
2

)51.3194(
23

77000
−  

  = 51.3194
22

77000
−  

  = 51.319483.3347 −  

  = 32.153  

  = 12.32 

SY2  = 
2

2

2

2

2
Y

n

Y
−


 

  = 
2

)35.44(
23

49200
−  

  = 92.1966
23

49200
−  

  = 92.196613.2139 −  

  = 21.172  

  = 13.12 

r2  =

2.2

22

2

22

SYSX

YX
n

YX
−


 



56 
 

  = 
)12.13).(38.12(

)35.44).(52.56(
23

59600
−

 

  = 
43.162

67.250630.2591 −
 

  = 
43.162

64.84
 

  = 0.52 

SX  = 2
2

X
N

X
−


 

  = 
2

)56.71(
45

000.247
−  

  = 83.5120
45

000.247
−  

  = 83.51205488189 −  

  = 83.512006.368 −  

= 19.18 

    SY  = 2
2

Y
N

Y
−


 

  = 
2

)67.52(
45

133500
−  

  = 13.2774
45

133500
−  

  = 13.277467.2966 −  

  = 54.192  

  = 13.88 

rt  = 

SYSX

YX
N

XY

.

−


 

  = 
)88.13).(18.19(

)67.52).(56.71(
45

178500
−

 

  = 
22.266

07.3769
45

178500
−

 

  = 
22.266

07.376967.3966 −
 

  = 
22.266

6.197
 

  = 0.74 

The result showed that the value of (rt) 

was 0.74, the value of (rk) which was grouped 

in (r1) was 0.58 and (r2) was 0.52. 

Then the researcher put in the values of 

SSt, SSw, SSb, MSw, and MSb from 

ANNOVA by losing the influence of 

covariate variable on dependent variable 

with the following calculation: 

SS`t  = SSt (1-rt2) 

  = 16591.11(1- 0.742) 

  = 16591.11 (1-0.55) 

  = (16591.11). (0.45) 

  = 7465.99 

SS`w  = SSw (1-rw2) 



57 
 

  = 5958.1 (1-rw2) 

 Rw  = 
2

21 rr +
 

      = 
2

52.058.0 +
 

  = 
2

1.1
 

  = 0.55 

    SS`w = 5958.1 (1-0.552) 

  = 5958.1 (1- 0.30) 

  = (5958.1). (0.7) 

  = 4170.67 

SS`b  = SS`t-SS`w 

  = 7465.99-4170.67 

  = 3295.32 

MS`b  = 
1

`

−k

bSS
 

  = 
2

3295.32
 

  = 3295.32 

MS`w  = 
1

`

−− kN

wSS
 

  = 
42

4170.67
 

  = 99.30 

F  = 
wMS

bMS

`

`
 

  = 
99.30

3295.32
 

  = 33.18 

The findings were that the value of SS`t 

was 7465.99, the value of SS`w was 4170.67, 

the value of SS`b was 3295.32, the value of 

MS`w was 99.30, and the value of MS`b was 

3295.32. 

The last step was testing the 

hypothesis. From several calculations above, 

it was found out that the value of F was 33.18. 

After checking out in the table, it was found 

that F critical with df 44 at 0.01 level of 

significance was 7.08. It means that F value 

was higher than F critical. The analysis of 

covariance with pretest as covariate was 

listed below: 

 

 

Table 1 Summary of ANCOVA with pretest 

as covariate 

Source of 

Variance 

SS` Df M

S` 

F Leve

l of 

signi

fica

nce 



58 
 

Between 

group 

3295.

3 

1 32

95.

3 

33.1

8 

0.01 

Within 

group 

4170.

6 

43 99.

30 

 

Total 7465.

99 

 

 

Based on what had been stated above, 

the researcher concluded that there was a 

significant difference on students` English 

reading comprehension taught by using 

speed reading  technique and those taught by 

using conventional teaching. It means that 

the null hypothesis was rejected and the 

research hypothesis was accepted. 

From the explanation above, it could 

be said that teaching English using speed 

reading technique  is more effective than 

using conventional teaching. 

Discussion  

In this section, the researcher 

discussed further about the reseach findings. 

In correlation with the reseacrh problem. 

The finding showed that there was a 

significant difference on the English reading 

comprehension between students who were 

taught by using speed reading technique and 

who were taught by using conventional 

teaching. There were several interpratative 

reasons to explain this matter. 

First, it might be related to the 

students` initial differences in the two 

groups. Those were the differences on the 

students` ability based on the pretest scores. 

It was obviously known that both groups 

had distintive ability that an experimental 

group had better knowledge than the control 

group. It was proven from the result of 

pretest average scores stating the 

experimental group got higher result than 

the control group. 

Another reason was the difference 

procedure in teaching learning process the 

Experimental group used student-centered 

approach and the Control group focused on 

the teacher-centered approach. During the 

process of the study, the researcher knew 

that the students in the Experimental group 

were enthusiastic to study more about 

English, they tried to build their self-

confidence .The researcher provided chance 

for student to get involved in learning 

process, and then managed their activities 

and controlled them. It was related to one of 

the procedure of speed reading technique 

which the students involved in the 

discussion in a group to find and share the 

problem in the lesson that was considered 

difficult by them. 



59 
 

On the other hand, the procedures in 

the control group were assumed as boring 

and uninteresting. Some of the students were 

bored, talking and joking with their friend, 

sleepy, lazy, playing their pens, and they 

were lost their  consentration when the 

learning and teaching were processing. it 

caused their main attention was directed on 

the explanation of the teacher. 

Unfortunately, the students could not 

develop and pervade their learning interest in 

learning English reading. Those happened 

because their activities were controlled and 

dictated by the teacher. So, they could not 

improve their learning activities well. 

The classroom activities were adapted 

to the learning process. In this study, the 

learning material was taken from the 

student’s handbook (LKS) and other 

sources. The activity of the Experimental 

group was based on the other sources that 

were interesting to discuss. One of the 

interesting activities of the Experimental 

group was that they were given authentic 

material from the teacher. In this case the 

students were gave a text which made based 

on students’ hand book. The teacher 

introduced the narrative text. Then, the 

teacher broke up the text and the teacher 

dialed the text with new language. Then, the 

teacher applied the skimming and scanning 

to the text. So, the students were ordered to 

ask and answer the topic about the text. 

Next, the teacher divided students into four 

groups. There, the teacher asked two 

students of each group to read and translate 

the text in front of the class speedily and they 

had to understand it well. After it,  the 

teacher asked other groups to submit some 

questions to the presenting group. The last, 

the students concluded the material that had 

been discussed 

While in the control group, the 

learning processes were referred to the 

handbook. In the learning process, the 

students were focused on the topics on their 

handbook and directed toward the 

explanation of the teacher. May some of them 

more dominant and participative in the 

learning process, but most of them were 

passive in the learning activitiest that were 

given. 

Stanley (1994) said that Speed reading 

is very good technique, whether young or old 

and regardless of our profession, being able 

to read and comprehend as quickly as 

possible is an incredibly useful skill. Like any 

other competence however the reading 

improves with the practice. 

The finding showed that both group 

had significant difference. It could be said 

that experimental group was better than 

control group. The fact was known from the 

materials and activities used in experimental 



60 
 

group that support students interest to learn 

more about English reading. Meanwhile. It 

was really different from the activities of 

control group that could not effective 

because the activities was dominated on the 

teacher modeling and drilling. 

Finally, teaching English reading by 

using speed reading technique is more 

effective as interested activities, because 

speed reading technique is a multipurpose 

and simple technique to improve students' 

reading comprehension. It also made 

students active and cooperative with their 

friends to find the problem solutions. So that, 

they can increase their reading ability well. 

V. CONCLUSION 
Based on the data analysis, the research 

finding is concluded that speed reading 

technique is more effective than the 

conventional technique to teach reading 

comprehension for the students of tenth 

grade of MA Sunan Cendana Madura. 

Then, Although this research was 

finished successfully, but there are some 

deficiencies of this research which become 

the evaluation for the researcher, they are as 

follows: 

1. The reference books which the 

researcher got was too limited. So, the 

theoretical review of this research was 

felt far of a perfect paper. 

2. The treatments of teaching reading 

comprehension was also felt less 

because the limited time which the 

researcher got. 

VI. REFERENCES 

Aziz, I. N., & Dewi, Y. A. S. (2019). THE 
CONCEPT OF LANGUAGE 
ENVIRONMENT: A DESCRIPTIVE 
STUDY AT MADRASAH ALIAH 
KEAGAMAAN GRESIK. EDUKASI: 
Jurnal Pendidikan Islam, 7(2), 1–23. 

Babapour, M., Ahangari, S., & Ahour, T. 
(2019). The effect of shadow reading 
and collaborative strategic reading on 
EFL learners’ reading comprehension 
across two proficiency levels. Innovation 
in Language Learning and Teaching, 13(4), 
318–330. 
https://doi.org/10.1080/17501229.2018.1
465059 

Kim, J. S., Burkhauser, M. A., Quinn, D. M., 
Guryan, J., Kingston, H. C., & Aleman, 
K. (2017). Effectiveness of Structured 
Teacher Adaptations to an Evidence-
Based Summer Literacy Program. 
Reading Research Quarterly, 52(4), 443–
467. https://doi.org/10.1002/rrq.178 

Liebfreund, M. D., & Conradi, K. (2016). 
Component skills affecting elementary 
students’ informational text 
comprehension. Reading and Writing, 
29(6), 1141–1160. 
https://doi.org/10.1007/s11145-016-
9629-9 

NSW, D. of E. (2017). Teaching Strategies. 
Retrieved from 
https://education.nsw.gov.au/teaching-
and-learning/student-
assessment/smart-teaching-
strategies/literacy/reading/inferential-
comprehension 

Roy-Charland, A., Perron, M., Turgeon, K. 
L., Hoffman, N., & Chamberland, J. A. 
(2016). The link between text 



61 
 

difficulty, reading speed and 
exploration of printed text during 
shared book reading. Reading and 
Writing, 29(4), 731–743. 
https://doi.org/10.1007/s11145-016-
9624-1 

Share, D. L. (2008). On the Anglocentricities 
of Current Reading Research and 
Practice: The Perils of Overreliance on 
an “;Outlier” Orthography. Psychological 
Bulletin, 134(4), 584–615. 
https://doi.org/10.1037/0033-
2909.134.4.584 

Sheriston, L., Critten, S., & Jones, E. (2016). 
Routes to Reading and Spelling: 
Testing the Predictions of Dual-Route 
Theory. Reading Research Quarterly, 51(4), 
403–417. https://doi.org/10.1002/rrq.143 

Tompkins, G. E. (2014). Literacy in the early 
grades: A successful start for preK-4 readers 
and writers. Pearson Higher Ed. 

Torppa, M., Georgiou, G., Salmi, P., Eklund, 
K., & Lyytinen, H. (2012). Examining 
the Double-Deficit Hypothesis in an 
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54470 
 


