An Analysis of Teachers’ Strategies in Teaching Reading Comprehension

Putri Ramadhan

Abstract


This research aims to find out the dominant strategies used by English teachers in teaching  reading comprehension  and to know  the students’ perception towards their English teachers’ strategies in teaching reading comprehension. This research  was a descriptive qualitative  research. The researcher used purposive  sampling  to determine the sample. In collecting the data, the researcher used  two instruments which were interview guide and questionnaire. The interview was distributed to the two English teachers at SMAN 2 Delima, then the questionnaire was distributed to 21 students of the MIPA 1 third-year students of  SMAN 2 Delima. The data were analyzed by using Miles and  Huberman (interactive analytical  model). The findings of this research shows that the first teacher used three strategies in teaching  reading  comprehention; (1) Reciprocal Teaching, (2) Think a lot, and (3) Question Answer Relationship (QAR). While the second teacher used two strategies; (1) Reciprocal Teaching and  (2) Question Answer Relationship (QAR). The students had positive perceptions on the teachers’ strategies in teaching. The strategies assisted students to understand material easier, they can convey the opinions while learning reading comprehension, got the new ideas  and the students can inure themselves to practice comunicating in English. And finally, it concluded that the students have positive feedback on the used of those strategies in learning reading comprehension.

References


Aswan et al. (2010). Teaching and Learning Strategies. Jakarta: Reneka cipta

Baker,R., & Moroz, W. (1997). Student and Teacher Perceptions of Teaching/Learning Processes in Classrooms: How Close Is The Partnership?. Australian Journal of Teacher Education, 22(1), 21.

Bergeron, Bette S and Melody Bradbury-Wolff. (2002). Teaching Reading Strategies in thePrimary Grades. New York: Schoolastic, Inc.

Brown, H. D. (2004). Language assessment: Principles and classroom practices.

Brown,H.D. (2000). Principle of Language Learning and Teaching. USA:Longman.

Burns,et. & Palinscar. (1999). Teaching Reading in Today’s Elementary Schools.3rded.

Creswell, J. W. (2012). Qualitative Inquiry and Research Design Choosing among Five approaches. United States of America: SAGE Publications Ltd.

Harmer, J. (2001). The Practice of English Language Teaching, 3rd Ed. New York: Pearson Education Limited.

Harmer, J. (2007). The Practice of English Language Teaching. Malaysia: Pearson Education Limited.

King, K. (2008). Reading Strategies. Retrieved from http://www. Isu. sedu/-Kingkath/readstrt.html.

Klinger, e. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York: Guilford Press.

Laddo. (2007). The Important Of Reading. [Online]. Available: http://www.squidoo.com/the - importance-of-reading

M. Rahmani & K. Sadeghi. (2011). Effects of Note Taking on Reading Comprehension And Recall. International Journal of Humanities and Social Science, 11(2), 116. Retrieved from http://www.ijhssnet.com accessed

Mukhroji, M. (2011). The Importance of Teaching Reading Strategies to Improve Students Reading Comprehension. Malang: State university of Malang Press.

Patel, M. &. Jain (2008). English Language Teaching (Methods, Tools and technique).

Snow, C. (2002). Reading for understanding: toward an R & D program in reading comprehension. Santa Monica: Rand Corporation.

Sudijono, A. (2008). Pengantar StatistikPendidikan. Jakarta: Raja Grafindo Persada.

Tarigan, H. G. (2005). Membaca Sebagai Suatu Keterampilan Bahasa. Bandung: Angkasa. USA: A Wiley Imprint.

Vacca, Richard T and Vacca, Jo Anne L, (1999). Content Area Reading. New York : Pearson Education




DOI: https://doi.org/10.47647/juree.v1i1.2273

Refbacks

  • There are currently no refbacks.