scholarly journals An Analysis on English Teacher Strategies in Teaching Reading Comprehension

2021 ◽  
Vol 1 (3) ◽  
pp. 353-361
Author(s):  
Yulia Ade Saputri ◽  
Syamsul Rizal ◽  
Zelvia Liska Afriani
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
English Teacher ◽  
Teaching Reading ◽  
Teacher Strategies ◽  
Study Researcher ◽  
Scaffolding Strategy ◽  
Descriptive Qualitative

The purpose of this study was to analyze what strategies the teacher used in teaching reading comprehension and how the teacher applies the strategies used in teaching reading comprehension. The subjects of this study were teacher who taught English at SMAN 10 Kota Bengkulu . This type of research is designed as descriptive qualitative research. To collect data in the study,  researcher used Checklist Observation, Interview as an instrument in collected data and documentation. The procedure of this research is by means of researchers coming and participating in seeing and understanding how the teacher teaches reading comprehension in the classroom. The results of the study found that the two strategies used by the teacher, Scaffolding and QARs (Question Answers Relationship). Scaffolding strategy students can develop ideas that can be read by students and make students confident in reading comprehension. QARs (Question Answer Relationship), the teacher is able to know the extent to which students understand what the teacher has given them and the limits of the students' ability to do assignments after reading the text that has been given. Thus, it can be concluded that the teacher is good enough to implement this strategy in the classroom, but was slightly hindered by its application during the Covid-19 Pandemic.

TEACHER’S STRATEGIES IN TEACHING READING COMPREHENSION PROCEDURE TEXT

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Candra Tri Aswuri And Johan Sinulingga
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Random Sampling ◽  
Sampling Technique ◽  
English Teacher ◽  
Classroom Setting ◽  
Teaching Reading ◽  
Knowledge Strategy ◽  
Procedure Text ◽  
Three Stages

This study attempts to investigate the phenomenon which occurred in classroom setting dealing with teacher’s strategies in teaching reading. It was designed in descriptive qualitative research. The location of this study was MTs Al-Jam’iyatul Washliyah Tembung and the samples were the English teacher and the students of IX-4 class who were selected by using random sampling technique. The data of this study deals with kinds of teacher’s strategies in teaching reading procedure text. The data were collected from the observation which occurred during the reading procedure text class and the interview with the English teacher. The data were analyzed by three stages : 1) familiarizing and organizing, 2) coding and reducing, and 3) interpreting and representing. From the data analysis and the data verification, it was obtained that the teacher used three strategies in teaching reading comprehension procedure text, namely activating background knowledge strategy, visualizing strategy, and questioning strategy. The strategies not only were beneficial to promote and improve students’ comprehension but also they encouraged the students to be active, enthusiastic, and critical readers.

scholarly journals TEACHING STRATEGIES: EFL STUDENTS’ RESPONSES TOWARD TEACHER STRATEGIES IN READING COMPREHENSION

2020 ◽  
Vol 1 (2) ◽  
pp. 203-215
Author(s):  
Sri Wahyuni ◽  
Rosdiana Rosdiana ◽  
Hanifar Mardhatillah
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategies ◽  
Qualitative Method ◽  
First Grade ◽  
Teaching Reading ◽  
Teacher Strategies ◽  
Efl Students ◽  
Banda Aceh ◽  
Descriptive Qualitative

The purpose of this study is to find out the teacher strategies in teaching reading comprehension at the first-grade students at SMA Inshafuddin Banda Aceh. This research employed a descriptive qualitative method. The participants of this research is the first grade students of SMA Inshafuddin Banda Aceh that consist of 30 students. The instruments of collecting the data used in this study is a questionnaire. The objectives of this research were to know the students’ responses of the teacher strategies in teaching reading comprehension. In this research, the result revealed that that the students’ responses toward the teacher strategies in teaching reading comprehension it showed positive responses.

TEACHING READING COMPREHENSION OF NARRATIVE TEXT TO THE TENTH GRADE STUDENTS

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emi Br Bukit ◽  
Berlin Sibarani ◽  
Rika Rika
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Data Analysis ◽  
Narrative Text ◽  
Teaching Reading ◽  
Qualitative Research Design ◽  
Analysis Technique ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year

This study aims at describing how the teachers teach reading comprehension of narrative text to the tenth grade students in Sibolangit and revealing the underlying reasons of why do they do that way. This study was conducted by using qualitative research design. The subject of this study were two english teachers who taught at tenth grade students of two SMA in Sibolangit they are : SMA Negeri  1 Sibolangit  and SMA RK Deli Murni Bandar Baru in academic year 2016/ 2017. The data were analyzed by using Miles and Huberman data analysis technique. The  technique of collecting the data was recorded from the classroom process in teaching reading comprehension of narrative text. The findings of the study show that most of teachers’ ways are not yet focusing on teaching reading comprehension but rather focusing teaching the knowledge of genre. The underlying reason of the teachers’ ways in teaching reading comprehension did not facilitate reading comprehension. It was due to the misperception of the concept of teaching reading comprehension.  Keywords : Teaching,Reading Comprehension,Narrative Text.

scholarly journals Practice Model of Read-Examine-Decide-Write Strategy In Strengthening Students’ Reading Comprehension

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Fitrotul Mufaridah
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Research Result ◽  
Target Language ◽  
Islamic Education ◽  
English Teacher ◽  
Teaching Reading ◽  
Practice Model ◽  
First Semester ◽  
Reading Text

Teaching reading in ESP Class is a challenging work not only for the English teacher but also for the students of Islamic Education Program or PAI of University of Muhammadiyah Jember. Teacher should be selective and creative in implementing teaching strategy in order to encourage students to comprehend reading text and communicate their understanding in the target language. The implementation of Read-Examine-Decide-Write (REDW) Strategy was done in ESP class of PAI. Read-Examine-Decide-Write Strategy was found as a good solution to teach them reading comprehension. By grouping the students in pair, they did their learning effectively through the steps of REDW. 75.8% or 22 of 29 students got score ≥ 75. They were active in comprehending the text through steps of REDW. The research result showed that Read-Examine-Decide-Write Strategy was able to improve PAI students’ reading comprehension in the first semester of 2015-2016 Academic Year.Keywords: reading comprehension, read-examine-decide-write strategy

scholarly journals AN ANALYSIS OF CODE SWITCHING IN BILINGUAL SCHOOL IN COMMUNICATION BY NON-NATIVE SPEAKER ENGLISH TEACHER IN BALI

2020 ◽  
Vol 8 (1) ◽  
pp. 53-64
Author(s):  
Ni Putu Ria Zenitha
Keyword(s):  
Qualitative Research ◽  
Native Speaker ◽  
Code Switching ◽  
English Teacher ◽  
English Speaker ◽  
Switching Pattern ◽  
Bilingual School ◽  
Descriptive Qualitative

Abstract This study aimed at investigating types of code-switching pattern which used by non-native speaker English teacher and the reason to use the code-switching. This research was a descriptive qualitative research. There were 3 informant samples from non native speaker English speaker in a bilingual school in Bali. The data were collected by using observation and interview. The results showed that, 1) there is an indication of insertion and alternation which occurred by non native speaker English during communication and mostly in the form of simple imperative and instructional utterances, and 2) the reason to use the code switching is to introduce the students the habit of using English

scholarly journals Students' Collaborative Writing Method in Pre-Writing Phase

2020 ◽  
Vol 8 (2) ◽  
pp. 471-482
Author(s):  
Kartika Dewi Rahayu
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Learning Process ◽  
Collaborative Writing ◽  
Teaching Writing ◽  
English Teacher ◽  
Writing Classes ◽  
Reflective Journals ◽  
Research Participants ◽  
Descriptive Qualitative

In a pre-writing phase, students need their creativity to put ideas into words. Students need to use what they listen to and what they read as information to start to write. This study reports the findings on the implementation of the collaborative writing method by an English teacher in teaching writing in the pre-writing phase and students' perceptions in the pre-writing phase using the collaborative writing method. This research uses descriptive qualitative research. Participants in this study were nine students and teachers at SMK in Karawang. Data collection was carried out through reflective journals, interviews, and documentation. The results of the study found that the collaborative writing method was an effective method for use in writing classes. The collaborative writing method can be implemented in teaching writing in the pre-writing phase. The results showed that the students were very enthusiastic, interested, and made the learning process fast. Students' perceptions of learning to write in the pre-writing phase using the collaborative writing method are that students find it easier to express their thoughts in the learning process and there is cooperation in groups that accelerate the time when doing their assignments helps them during the learning process.

THE TEACHERS’ STRATEGIES ON TEACHING READING COMPREHENSION OF RECOUNT TEXT AT GRADE X OF SMA NEGERI 1 SIMPANG EMPAT

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Dessyana Nasution And Masitowarni Siregar
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Traditional Teaching ◽  
Teaching Reading ◽  
Qualitative Research Method ◽  
The Media ◽  
The Subject

The aims of this study are to know the Teachers’ Strategies on Teaching Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang Empat. It was conducted by using qualitative research method. The subjects of this study are two English teachers at SMA Negeri 1 Simpang Empat. The two teachers taught at Grade X. They chosen as the subject which were observed and interviewed. The writer used two instruments, they were observation and interview. This study found that the teachers at SMA Negeri 1 Simpang Empat used appropriate strategy in teaching reading comprehension of recount text and using the media to make the students be motivated and interested in learning. The teachers guided and managed the students in comprehending the material. The teachers' reason in using strategies is because the students get difficulties in comprehending the material if the teachers were used the traditional teaching strategies. The implementation of the strategy adapted by the teachers with the material, the indicator, the purpose of learning on the syllabus and curriculumn. All of the students were active and motivated in teaching and learning process. They were also brave to share the idea, asked the teacher when they found the problem on learning the material and answer the question that given by the teacher.

scholarly journals Teacher-Students’ Relationship in Teaching and Learning Reading through Alphabet Cube to Young Learners

2019 ◽  
Vol 2 (2) ◽  
pp. 142-150
Author(s):  
Nostalgianti Citra Prystiananta
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Sense Of Community ◽  
Teaching And Learning ◽  
Teaching Reading ◽  
Average Percentage ◽  
Young Learners ◽  
Teacher Students ◽  
Descriptive Qualitative

The research aims at describing teacher’s process in building teacher-students relationship in teaching and learning reading through alphabet cube to 15 young learners 5-6 years old and a teacher as the sample at RA AL-Barokah Jenggawah. This is a descriptive-qualitative research with data collection through observation, interview and documentation. In building teacher-students relationship in teaching and learning reading through alphabet cube, building a sense of community within the classroom and creating consistent routines and procedures were the highest frequency among all with 95 % and 93 % implementation. On the contrary, the use of humor, create consequences for behavior together and show courtesy were the lowest implementation by the teacher with 30 % and 47 % implementation. Other components implemented by the teachers included giving attention, motivation, sense of togetherness, individual assistance, proximity, feedback and using praise indicated the average percentage implementation from 63%-89%. It can be concluded that most of the activities in thirteen components in building teacher-students relationship in teaching reading using alphabet cube to the students at RA Al-Barokah Jenggawah were implemented above fifteen percent by the teacher. Keywords: teacher-students relationship, teaching reading, alphabet cube, young learners

scholarly journals Teaching Descriptive Texts to Tenth Grade Students in Deli Serdang

2021 ◽  
pp. 656-662
Author(s):  
Wilda Eka Rahayu ◽  
Jumino Suhadi ◽  
Ali Pawiro
Keyword(s):  
Reading Comprehension ◽  
Video Recording ◽  
English Teachers ◽  
Teaching Reading ◽  
Qualitative Design ◽  
Tenth Grade ◽  
Academic Year ◽  
Descriptive Qualitative ◽  
Reading Texts

The objectives of this study were to describe the teachers’ ways of teaching reading of descriptive texts to tenth grade students in Deli Serdang, Indonesia and to reveal the underlying reasons for these approaches. This study was conducted by using a descriptive qualitative design. The subjects were two English teachers who taught the tenth grade students at SMA Swasta Melati Hamparan Perak in the 2018/2019 academic year. The data were collected by observing, video recording and interviewing, and were analyzed by using Miles and Huberman techniques. The findings show that the approaches that the teachers used were not focused on enabling the students to be independent or skilful readers. Most of the ways directed the students to become good at reading texts or translating the texts into Bahasa rather than teaching how to comprehend descriptive texts. Most of the approaches were focused on translation, vocabulary enrichment, stating ideas, pronunciation and managing the class. The approaches did not facilitate reading comprehension. This was due to the misperception of the concept of teaching reading comprehension. Keywords: teaching, reading comprehension, descriptive tex

scholarly journals THE IMPLEMENTATION OF COOPERATIVE LEARNING THINK PAIR SHARE STRATEGY IN TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOL

2018 ◽  
Vol 4 (2) ◽  
pp. 155-161
Author(s):  
Maulizan Z. A. ◽  
M. Nur Hakim
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Reading Comprehension ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Experience ◽  
Qualitative Approach ◽  
Student Response ◽  
Survey Method ◽  
Teaching Reading

This study aimed to know the implementation of Cooperative learning Think Pair Share Strategy and students' response to teaching reading comprehension at SMP Negeri 1 Bandar Baru. This study used survey method with a qualitative approach. A qualitative research sample was not taken at random but instead, have to follow certain criteria. The Implementation of Think Pair Share strategy was in accordance with theory suggested by experts in cooperative learning, namely; 1) phase (Think) that leads students to think; 2) phase (pair) that leads students to work together and interact with each other; and 3) phase (share) Here students gain meaningful learning experience, they are accustomed to speaking in front of people, so the students who previously shy being personally brave and confident. Student response was very positive towards learning, students were active, enjoy and focus on learning. Cooperative learning arranges as an effort to increase student participation, facilitating students with experience, leadership attitudes and make decisions in groups that helpful for the students' lives outside of school.

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