This research was aimed to know the effectiveness of skimming and scanning strategies to improve students’ reading ability indicated by their competence to comprehend texts and their performance in the speed of reading. Pretest-posttest control group design was used in this research. Third year students of English Study Programme of FKIP of Palangka Raya University were taken to the reasearch subject. There were 54 students taken which were equally in number grouped into an experimental group and a control group. Both groups were considered to be equal in reading performance with regard to the result of pretest carried out before the experiment. Experimental group was the class where the researcher supervised it, and control group was a group where he did not supervise it with the experiments. The result showed that scores of reading tasks given to the experimental group were significantly different with the control group in which t-value was 9.928 with the significance (2-tailed) value was p<0.05. Meanwhile, the speed of reading rates of the experimental group was also significantly different with that of in the control group where t-value was 9.325 with the significance (2-tailed) value was p<0.05. Either comprehension or speed rates performed by experimental group showed more excellent than its counterpart. Based on these findings, skimming and scanning strategies were undeniably effective to improve students’ comprehension in reading and efficient to boost their reading speed. Keywords: Reading comprehension; Reading speed; Skimming; Scanning

中文翻译：

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略读和扫描策略对提高英语学习计划学生的理解和阅读速度的有效性

这项研究旨在了解通过略读和扫描策略来提高学生的阅读能力的有效性，这些策略由学生理解文本的能力和他们在阅读速度方面的表现来表明。本研究采用前测-后测对照组设计。Palangka Raya大学FKIP英语学习计划的三年级学生被选为研究课题。共有54名学生参加了实验，他们的数量平均分为实验组和对照组。就实验前进行的预测试结果而言，两组的阅读表现均相等。实验组是研究人员对其进行监督的班级，而对照组则是他不在实验中对其进行监督的班级。结果表明，实验组的阅读任务得分与对照组相比有显着差异，t值为9.928，显着性（2尾）值为p <0.05。同时，实验组的阅读速度与对照组的t值为9.325，显着性（2尾）值为p <0.05，也有显着差异。实验组的理解力或速度均优于同行。基于这些发现，不可否认的是，略读和扫描策略有效地提高了学生的阅读理解能力，并有效地提高了他们的阅读速度。关键字：阅读理解；阅读速度；略读；扫描 实验组的阅读速度与对照组的t值为9.325，显着性（2尾）值为p <0.05，也有显着差异。实验组的理解力或速度均优于同行。基于这些发现，不可否认的是，略读和扫描策略有效地提高了学生的阅读理解能力，并有效地提高了他们的阅读速度。关键字：阅读理解；阅读速度；略读；扫描 实验组的阅读速度与对照组的t值为9.325，显着性（2尾）值为p <0.05，也有显着差异。实验组的理解力或速度均优于同行。基于这些发现，不可否认的是，略读和扫描策略有效地提高了学生的阅读理解能力，并有效地提高了他们的阅读速度。关键字：阅读理解；阅读速度；略读；扫描 毫无疑问，略读和扫描策略有效地提高了学生的阅读理解能力，并有效地提高了他们的阅读速度。关键字：阅读理解；阅读速度；略读；扫描 毫无疑问，略读和扫描策略有效地提高了学生的阅读理解能力，并有效地提高了他们的阅读速度。关键字：阅读理解；阅读速度；略读；扫描