scholarly journals English teachers’ methods in teaching reading comprehension of procedure text

2020 ◽  
Vol 9 (1) ◽  
pp. 75-84
Author(s):  
Akidatul Yusmalinda ◽  
Puji Astuti
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Teachers ◽  
Project Based Learning ◽  
Translation Method ◽  
Teaching Reading ◽  
Hard Time ◽  
Procedure Text ◽  
Grammar Translation Method ◽  
The Difference

This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang  in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and document analysis checklist. The findings showed that English teachers planned the teaching materials and strategies in advance. They also used various methods in teaching reading of procedure text. Both teachers almost used the same methods which were audio-visual method, scaffolding, grammar-translation method, and project-based learning. The difference was in the step of the strategy implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was grammar-translation method since it helped students comprehend the procedure text. There were several students who still had a hard time following the lessons. Teachers are supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning is contextual.

scholarly journals THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE

2018 ◽  
Vol 3 (2) ◽  
pp. 119-132
Author(s):  
Kitri Katon Peni
Keyword(s):  
Reading Comprehension ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Intelligence Quotient ◽  
Translation Method ◽  
Teaching Reading ◽  
Test Technique ◽  
High Intelligence ◽  
Grammar Translation Method ◽  
Contextual Teaching

  The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the  intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the  experimental design assigning 72 students as sample.  Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading. 

scholarly journals TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Gendis Nadira Dwiningtiyas ◽  
Dedi Sofyan ◽  
Hilda Puspita
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Teaching And Learning ◽  
Reading Aloud ◽  
English Teachers ◽  
Second Grade ◽  
Specific Information ◽  
Teaching Reading ◽  
Asking Questions ◽  
Three Stages

This research aimed to figure out the strategies used by the English teachers in teaching reading and how they applied the strategies. This research was designed as descriptive qualitative research. The research was conducted at Junior High School 09 Bengkulu City. Participants of the research were two English teachers who teach in second grade of that school. Each English teacher had eigh meetings that observed by the researcher. The instruments of the research were strategies checklist and interview. The instruments were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages; they were Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The result showed that the teacher one used several strategies in teaching reading comprehension. The strategies were brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process. Keywords: Reading Comprehension and Teachers’ Strategies.

scholarly journals THE USE OF GRAMMAR-TRANSLATION METHOD TO TEACH READING TO THE TENTH CLASS STUDENTS AT SMK YPM 12 TUBAN ACADEMIC YEAR 2020/2021

2021 ◽  
Vol 15 (1) ◽  
pp. 24-35
Author(s):  
Ali Fauzi
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Descriptive Analysis ◽  
Real Life ◽  
Translation Method ◽  
Teaching Reading ◽  
Teaching Of Reading ◽  
Grammar Translation Method ◽  
Basic Course ◽  
Academic Year

English is the first foreign language in Indonesia which is considered important in transferring and developing science and technology, arts and building the relationship among countries. Based on the 1994 basic course outline, the purpose of English teaching at Technical Senior High Schools is to develop the four language skills: listening, speaking, reading and writing. The teaching of those four language skills can be done in integrative way in which the emphasis is on developing the students’ reading skill. The less attention to a certain language skill may cause the students’ unbalanced mastery of English. However, teaching reading using certain method like grammar-translation method is also important because by it students will be able to understand the English text, grammar and structure and translation well through which they will be a means of improving other skills such as speaking. From the reasons, the researcher wants to study about The Use of Grammar-Translation Method to Teach reading to the Tenth Class Students at SMK YPM 12 Tuban Academic Year 2020/2021. This title is chosen because he is sure that reading is also important besides speaking, writing and listening.   This study is in form of descriptive analysis which means that he describes what he finds in the real life and he reveals them to prove the rightness of his assumption. He tries to find the data and process them and just describes his finding. He analyzes and describes about the use of grammar-translation method in teaching reading and the problems the teacher and students face in the process of teaching and learning. Besides them, it is also prominent to tell the process or activities in the teaching of reading using grammar-translation method. It is hoped that some alternatives to solve these problems can be found. Therefore it is expected that this study will be useful for English teacher as the alternative method to teach reading, for the readers to add their knowledge about different ways in teaching reading and for the students in general to be the reference to add their knowledge and to do further research.

scholarly journals THE IMPLEMENTATION OF RECIPROCAL TEACHING IN TEACHING READING COMPREHENSION (AN EXPERIMENTAL RESEARCH AT SMPN 4 BANDA ACEH)

2011 ◽  
Vol 2 (2) ◽  
pp. 17-30
Author(s):  
Syarfuni
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Reciprocal Teaching ◽  
Translation Method ◽  
Control Group ◽  
Teaching Reading ◽  
Significant Difference ◽  
Grammar Translation Method ◽  
Experimental Group ◽  
Banda Aceh

This study is about the implementation of reciprocal teaching in teaching reading comprehension. The objectives of the study are:1) to find out if students who are taught through reciprocal teaching have a difference significant than those who are taught through grammar translation method, 2) to find out what the students’ responses toward the implementation of reciprocal teaching in teaching reading comprehension. The method in this study is quantitative and qualitative method. The population is all the second grade students in SMPN 4 Banda Aceh, and the sample is the VIII/I and the VIII/II. The sample was chosen by using random sampling. To obtain the data related to the implementation of reciprocal teaching the writer gave the pre-test and post-test to two groups; experimental group and control group. The instrument used to collect the data was test and questionnaires. The test is used to see the result of achievement of students in reading comprehension while the questionnaires are used to get the students’ responses toward the implementation of reciprocal teaching. The quantitative data was analyzed by means of the statistical procedure in order to see whether there is a difference significant between reciprocal teaching method and grammar translation method in teaching reading comprehension. The questionnaires were analyzed by using the percentage formula for each question item. After processing the data, it found that there is a significant difference between reciprocal teaching and grammar translation method and the students’ response are positive. It can be concluded that reciprocal teaching is better than grammar translation method in teaching reading comprehension. This is proved by the test result where t-test score is higher than t-table (2.45 >1.70) and the students’ ability in the experimental group increases up to 21% while in the control group the students’ ability reaches only 9%. This means that the alternative hypothesis is accepted and the null hypothesis is rejected.

scholarly journals TEACHING READING STRATEGIES FOR EIGHT GRADE OF SMPN 1 JEREWEH

2021 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Erlin Pebriantika ◽  
Erni Sona Aristia
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
English Teachers ◽  
Reading Test ◽  
New Combination ◽  
Teaching Reading ◽  
Before And After ◽  
Post Test

Reading English text as a basic language skill has a complicated process to be absorbed by second language learners. In practice, Text-based has enlarged students to the complicated of reading comprehension. Therefore, various kinds of teaching reading strategies appropriate to students’ characters and needs are determined. This study aimed to identify teaching reading strategies that English teachers frequently use and identify students’ reading achievement by applying certain recommended strategies and identifying its effect in the teaching and learning process. The subject was thirty students in the eighth grade of SMPN 1 Jereweh, Academic Year 2019/2020. Data collection procedures were FGD, In-depth Interview, Observation, and a reading test. The reading test was distributed toward the Pre-test and Post-test. While the data analysis was a qualitative and inferential statistic. The findings showed two kinds of teaching reading strategies that were frequently applied by English teachers in SMPN 1 Jereweh, namely, SQ3R and QAR. By designing a new combination between both of those strategies, students reading comprehension achievement showed that dominantly students’ categorized in “Good “level. The mean score was significantly different (Pre-test= 55.83, while Post-Test= 78.92). In addition, the r = 0.00 < 0.05 meant that there were significant effects before and after implementing SQ3R and QAR strategies. Thus, this design was recommended for teaching reading comprehension.

scholarly journals Investigating the Trends of Teaching Reading Comprehension Skills at Primary Schools

2021 ◽  
Author(s):  
Fisseha Motuma
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Primary Schools ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
Comprehension Strategies ◽  
Teaching Reading

This study explored lived academic experiences of primary school teachers in teaching reading. It attempted to find out whether primary school English teachers were aware of different thinking and comprehension strategies like cognitive, metacognitive and comprehension strategies: predicting, visualizing, making connections and summarizing. Purposive sampling technique was employed to specify the participants. To collect the required data, focus group discussion and classroom observation were used. Seven experienced primary school English teachers were involved in the study: two of the teachers participated in the classroom observations, whereas the five teachers participated in the Focus Group Discussion. The data collected through FGD were audio-recorded and later transcribed for analysis. The data were analyzed based on grounded theory using open, selective and substantiate coding. The results of the analysis indicated teachers gave little attention to thinking or thought-based teaching of reading comprehension. The teaching focused on textual comprehension instead of research-proved thinking strategies.

scholarly journals Exploring Teaching Techniques Used In Teaching Reading Comprehension By English Teachers At Madrasah Aliyah Pasangkayu

2021 ◽  
Vol 6 (10) ◽  
pp. 4858
Author(s):  
Aisyah Kahar Putri ◽  
Rofiqoh Rofiqoh ◽  
Mukrim Mukrim
Keyword(s):  
Reading Comprehension ◽  
Study Groups ◽  
English Teachers ◽  
Second Phase ◽  
Teaching Reading ◽  
Teaching Techniques ◽  
Strategic Reading ◽  
Teacher Needs ◽  
Collaborative Strategic Reading ◽  
Reading Text

This research was aimed at finding out the teaching techniques used in teaching reading comprehension by English teachers from four Madrasah Aliyah at Pasangkayu Regency. MAN Pasangkayu, MA DDI Pasangkayu, MA DDI Kasoloang and MA DDI Darul Ulum. This research applied mix method approach. The respondents of this research were 8 English teachers. The instrument for collecting the data was a questionnaire and interview. Quantitative data were collected and analyzed in the first phase of the research and qualitative data were collected in the second phase. The results reveal that the English teachers use several techniques in teaching reading comprehension such as Scanning Technique, Skimming Technique, SQ3R, Speed Reading, Detailed Reading Strategy, and Collaborative Strategic Reading. The result of the interview showed that the teachers tended to use the Scanning-Skimming technique and SQ3R compared to other techniques. According to them, the Scanning-Skimming technique were two techniques that were very effective for students to use when they did English exams, especially reading texts, they find it easier to get information from a reading text. Meanwhile, SQ3R is a technique that is very good for the benefit of reading intensively. The teachers at Madrasah Aliyah Pasangkayu Regency to upgrade in teaching reading are only some of them who have attended seminars/webinars or training from related agencies or schools. As for their efforts in improving their reading teaching skills, only a few of them were creative to learn independently to find references, hold study groups, review journals, and download videos about teaching reading techniques. Every teacher needs to be more creative for the learning process can be successful.

scholarly journals Designing Big Story Book Project (BSBP) in Teaching Reading Comprehension

2017 ◽  
Vol 4 (1) ◽  
pp. 61-67
Author(s):  
Aswin Abbas
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reading Test ◽  
The Other ◽  
Teaching Reading ◽  
Significant Difference ◽  
Post Test ◽  
Test Treatment

This research aimed find out the effectiveness of using big story book project (BSBP) in teaching reading comprehension and to know the advantages and the disadvantages of using BSBP in teaching reading comprehension. The researcher applied pre-experimental research design and consists of pre-test, treatment and post-test in order to find whether the big story book project (BSBP) effective in teaching reading comprehension. The instruments used in this research were reading test and questionnaire. The result from this research shows that using big story book project (BSBP) in teaching reading comprehension is effective. It is proved by the result that there is significant difference between the result of the students’ mean score in the pre-test and the post-test. In the pre-test, the students’ mean score is (43.79) and in the post-test is (80.37). Furthermore, it is proved by the probability value is smaller than α (0.00 < 0.05). On the other word, BSBP has advantages to the students if applied in teaching and learning process, especially in reading subject.

scholarly journals THE USE OF DOUBLE MATCH PICTURE MEDIA FOR TEACHING READING COMPREHENSION

2018 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Diyah Dwi Agustina
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Action Observation ◽  
Learning Motivation ◽  
Teaching Reading ◽  
The Mean ◽  
Grade 3 ◽  
Using Data ◽  
Planning Action

This Classroom Action Research is intended to improve the students’ reading comprehension mastery and learning motivation of the eight grade SMPN 1 Purbolinggo. The participant of the research is  the class VIIIA of SMPN 1 Purbolinggo, East Lampung. They consisted of 30 students. This research uses Kemmis and Taggart’s model; planning, action, observation and reflection of the result. Meanwhile, this research employs the triangulation method (observation, interview, and test) to collect the data. After the data are gathered, they are analyzed and interpreted by using data reduction, categorization and synthesis. The findings were formulated as follow: (1) the implementation used more varieties media in presenting the materials using double match picture. Most of the students become more active in learning process; (2) the improvement of students’ reading comprehension could be seen from the test, the mean score improved from 68 in cycle 1 become 73 in cycle 2. Then, in cycle 3 the score is 81 or all of the students pass the minimum passing grade; (3) there is improvement in the students learning motivation and interest. It could be seen from the observation result, questionnaire and interview. After the implementation, most of the students become interested and motivated in reading during teaching and learning process.

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