PERCEIVED USE OF SPEED READING TECHNIQUES AND STUDENTS’ LEARNING OUTCOMES: A STUDY ON SECOND-SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT THE UNIVERSITY OF BENGKULU

This research aimed to investigate the learning outcomes of
second-semester students of the English Education study program at the
University of Bengkulu and whether the students applied speed reading
techniques during academic reading assignments. The research involved three
classes of second-semester students enrolled in an Academic Reading course.
Students’ learning outcomes were obtained from their course lecturers and
categorized into three categories: Needs Improvement (0–59%), Good (60–79%),
and Excellent (80–100%). A total of 109 students participated in the research,
with 24 students categorized as Needs Improvement, 48 students as Good, and 37
students as Excellent. The results showed that students in the Excellent category
reported higher use of speed reading techniques, including skimming, scanning,
and silent reading. These students also demonstrated stronger metacognitive
awareness in planning, monitoring, and reflecting on their reading strategies.
Meanwhile, students in the Needs Improvement and Good categories reported
limited use of these techniques and demonstrated lower metacognitive control.
Keywords: Excellent, Good, Learning Outcomes, Needs Improvement, Speed
Reading Techniques