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AN ANALYSIS OF ENGLISH TEACHER’S STRATEGIES IN
TEACHING READING AT SENIOR HIGH SCHOOL
JAUHARUL FALAH KUMPEH ULU
THESIS
NOPI WINDI LESTARI
TE. 161773
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2021
AN ANALYSIS OF ENGLISH TEACHER’S STRATEGIES IN
TEACHING READING AT SENIOR HIGH SCHOOL
JAUHARUL FALAH KUMPEH ULU
THESIS
Submitted to fulfill one the requirements to obtain the Undergraduate Degree (S1)
in English Education
NOPI WINDI LESTARI
TE. 161773
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA
SAIFUDDIN
JAMBI
2021
i
ii
Advisor I : Hilma Suryani, M.Pd
Advisor II : Faiqah Mahmudah, M.Pd
Address : Faculty of Tarbiyah and Teacher Training the Islamic State
University of Sulthan Thaha Saifuddin Jambi
The dean of Faculty of Tarbiyah and Teacher Training
The Islamic State University of Sulthan Thaha Saifuddin Jambi
In Jambi
OFFICIAL NOTE
Assalamualaikum warahmatullahi wabarakatuh,
After reading and making some necessary corrections, we agree that thesis
entitled “An Analysis of English Teacher’s Strategies in Teaching Reading at
Senior High School Jauharul Falah Kumpeh Ulu” by Nopi Windi Lestari,
TE.161773, English Education Program is approved for thesis defense as partial
fulfillment of the requirements to obtain undergraduate degree (S1) at English
Education Study Program Faculty of Tarbiyah and Teacher Training at The
Islamic State University of Sultan Thaha Saifuddin Jambi.
So, we submit it in order to be received well. We appreciate your attention.
May this thesis be a great benefit for the religion and nation.
Wassalamualaikum warahmatullahi wabarakatuh
Advisor I
Hilma Suryani, M.Pd
NIP.198612262015032005
iii
Advisor I : Hilma Suryani, M.Pd
Advisor II : Faiqah Mahmudah, M.Pd
Address : Faculty of Tarbiyah and Teacher Training the Islamic State
University of Sulthan Thaha Saifuddin Jambi
The dean of Faculty of Tarbiyah and Teacher Training
The Islamic State University of Sulthan Thaha Saifuddin Jambi
In Jambi
OFFICIAL NOTE
Assalamualaikum warahmatullahi wabarakatuh,
After reading and making some necessary corrections, we agree that thesis
entitled “An Analysis of English Teacher’s Strategies in Teaching Reading at
Senior High School Jauharul Falah Kumpeh Ulu” by Nopi Windi Lestari,
TE.161773, English Education Program is approved for thesis defense as partial
fulfillment of the requirements to obtain undergraduate degree (S1) at English
Education Study Program Faculty of Tarbiyah and Teacher Training at The
Islamic State University of Sultan Thaha Saifuddin Jambi.
So, we submit it in order to be received well. We appreciate your attention.
May this thesis be a great benefit for the religion and nation.
Wassalamualaikum warahmatullahi wabarakatuh
Advisor II
Faiqah Mahmudah, M.Pd
NIP.198704172015032003
iv
v
DEDICATION
Alhamdulillah bini‟matitathimushaalihaat
Thanks to Allah subhanahuwata‟ala, The most Gracious, the most Merciful, the
Creator of the Universe for giving me the blessing and leading me, hence, I could
finally finish writing this thesis. Sholawat to the Prophet Muhammad Shallallahu
„alaihiwasallam. His presence really change the world. Special thanks to :
My beloved parents, my father Mat Jumari and my mother
Ponikem.Who have given me endless love and encouraged me and never stop
prayed for my success now and in the future, always being with me and guiding
me to pass every challenge that I face, your prayers are really powerful.
All my family Basar, Tujir, Rohadi and Marlia Sunarti, who always
support me, especially my aunt Asridayani, S.S., M.Hum, who has given all her
kindness for this my success, that is very kind of you, may Allah Grant you
goodness.
My greatest advisors Hilma Suryani, M.Pd and Faiqah Mahmudah,
M.Pd who have given me all the advised, suggestions and motivation to finish
this thesis.
My beloved sister Mailani Dwi Saputri, my KKN‟s Friend, “Konji
Family”, especially Rosalia Syafitri, Safitriani, and Reti Shintia, thank for
your support, motivation, and quality time to share happiness and sadness with me
and understand me, although we are sometime different think but you make know
what the meaning of true friendship.
My beloved best friends Nurlaila, Dea Roza Ayuningtias, Siti Naima,
Gilang Ramadhani and Muhammad Ishak thanks for your help, your support,
motivation, quality time to share knowledge and always besides me if I need help.
All my classmate from English Department batch 2016 especially Class
A, thank you for being my friends, thank you for your help, support, suggestions
and motivations for me in arranging this thesis.
vi
The entire school apparatus Senior High School Jauharul Falah Kumpeh
Ulu especially to Mrs. Popy Maya Sari, M.Pd who guidance, motivation and
allowing me to research and all students thanks for your participant.
May Allah grant you all goodness. Aamiin Allahumma aamiin
vii
MOTTO
Reading is very important
(Q.S: Al-alaq 1-5)
1. Read! In the name of your lord, who has created (all that exists),
2. Has created man from a clot (a piece of thick coagulated blood),
3. Read! And your lord is the most generous,
4. Who has taught (the writing) by the pen,
5. Has taught man that which he knew not.
viii
ACKNOWLEDGEMENTS
Alhamdulillah, Firstly, In the name of Allah, the most gracious and
merciful, the lord of universe. Because of His blessings, the researcher could
finish this thesis as one of the requirement for S1 degree in English Education
Program of Education and Teacher Training Faculty of the State Islamic
University of Sulthan Thaha Saifuddin Jambi.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness into the lightness.
The researcher realizes that this thesis would have not completed without the
help, advice and guidance from many people. Therefore, in this opportunity the
researcher would like to express thanks and gratitude to following parties for their
contribution:
1. Prof. Dr. H. Suaidi Asy‟ari, MA., Ph.D Rector of the State Islamic
University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlillah, M.Pd, as Dean of Faculty of Education and Teacher
Training of the State Islamic University of Sulthan Thaha Saifuddin
Jambi.
3. Wahyuni Fitria, M.Pd as the chief of English Education Program.
4. Hilma Suryani, M.Pd, as my first advisor and Faiqah Mahmudah, M.Pd as
my second advisor.
5. All lecturers at the Faculty of Education and Teacher Training of The
State Islamic University of Sultan Thaha Saifuddin Jambi.
6. English teacher at Senior High School Jauharul Falah Kumpeh Ulu that
had helped me to finish this research.
It is expected that this thesis will give contribution to the Students of
English Education Program that will be English teacher in the future. Then, the
researcher realized that this thesis is still far from being perfect. For that reason,
the researcher hoped constructive critics and suggestion from readers for the
perfection of this thesis.
ix
May Allah SWT always gives guidance and blessing to us. Aamiin Ya
Rabbal Alaamiin.
Jambi, 17 February 2021
Researcher
Nopi Windi Lestari
TE.161773
x
ABSTRACT
Name : Nopi Windi Lestari
Department : English Department
Title : An Analysis Of English Teacher’s Strategies In Teaching
Reading At Senior High School Jauharul Falah Kumpeh Ulu
The aim of this research is to analyze the strategies used by teacher in
teaching reading at the eleventh grade students of the State Senior High School
Jauharul Falah Kumpeh Ulu. The instrument of the research is the questions of the
interview. Based on the problem of the research, it is clear that this research is to
describe about strategies are used by the English teacher in teaching reading at the
eleventh grade students Senior High School Jauharul Falah Kumpeh Ulu. In this
research, the researcher used descriptive qualitative.
Then, the results of the research show that there are four strategies used by
the teacher in teaching reading comprehension. They are question-answer
relationship (QAR), generating question, recognizing story structure and
summarizing. Based on the results of the research above, the researcher can
conclude that in learning reading comprehension from the results of teacher
interview, the most strategy used by teacher in teaching reading is QAR because
this strategy is effective in learning reading comprehension and it can help
students understand to read the text easily. Therefore, this strategy provides good
feedback for the teacher in teaching reading at the Senior High School.
Keywords: Teachers Strategies, Teaching Reading
xi
ABSTRAK
Nama : Nopi Windi Lestari
Jurusan : Pendidikan Bahasa Inggris Judul : Analisis Strategi Guru Bahasa Inggris Dalam Mengajar
Membaca di Sekolah Menengah Atas Jauharul Falah
Kumpuh Ulu
Tujuan penelitian ini adalah untuk menganalisis strategi yang digunakan
guru dalam mengajar membaca pada siswa kelas XI Sekolah Menengah Atas
Negeri Jauharul Falah Kumpeh Ulu. instrumen penelitian ini berupa soal-soal
wawancara. Berdasarkan masalah penelitian, maka jelas bahwa penelitian ini
adalah untuk mendeskripsikan tentang strategi yang digunakan oleh guru bahasa
inggris dalam pembelajaran membaca pada siswa kelas XI Sekolah Menengah
Atas Jauharul Falah Kumpeh Ulu. Dalam penelitian ini peneliti menggunakan
deskriptif kualitatif .
Kemudian, hasil penelitian menunjukkan bahwa ada empat strategi yang
digunakan guru dalam mengajarkan pemahaman membaca. Mereka adalah
hubungan tanya jawab (QAR), menghasilkan pertanyaan, mengenali struktur
cerita dan meringkas. Berdasrkan hasil penelitian di atas, peneliti dapat
menyimpulkan bahwa dalam pembelajaran pemahaman membaca dari hasil
wawancara guru, strategi yang paling banyak digunakan guru dalam pengajaran
membaca adalah QAR karena strategi ini efektif dalam pembelajaran pemahaman
membaca dan dapat membantu siswa mengerti cara membuat teks dengan mudah.
Oleh karena itu, strategi ini memberikan umpan balik yang baik bagi guru dalam
mengajar membaca di Sekolah Menengah Atas.
Kata kunci : strategi guru, pengajaran membaca
xii
TABLE OF CONTENTS
TITLE PAGE........................................................................................................
THESIS APPROVAL ………………………………………………………… i
OFFICIAL NOTE .............................................................................................. ii
ORIGINALITY STATEMENT ....................................................................... iv
DEDICATION .................................................................................................... v
MOTTO.............................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
ABSTRACT ........................................................................................................ x
TABLE OF CONTENTS.................................................................................. xi
CHAPTER I INTRODUCTION
A. Background of the Research .............................................................. 1
B. Focus of the Problem ......................................................................... 4
C. Formulation of the Problem ............................................................. 4
D. The Purpose of the Research .............................................................. 4
E. Significance of the Research .............................................................. 4
CHAPTER II REVIEW OF RELATED LITERATURES
A. Definition of Reading ......................................................................... 6
B. Teaching Reading ............................................................................... 7
C. Teacher Strategy in Teaching Reading ............................................... 8
D. Relevant Studies ............................................................................... 12
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ............................................................................... 15
B. Setting of the Research ..................................................................... 15
xiii
C. Subject of the Research ................................................................... 15
D. Sources of the Data ........................................................................... 15
E. Technique of Data Collection ........................................................... 16
F. Technique of Data Analysis .............................................................. 17
G. Trustworthiness ................................................................................ 18
H. Schedule of Research ...................................................................... 19
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings………………………………………………….20
B. Discussion………………………………………………………….25
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion…………………………………………………………29
B. Suggestions………………………………………………………...29
REFERENCES
APPENDIX
DOCUMENTATIONS
CURICULUM VITAE
1
CHAPTHER I
INTRODUCTION
A. Background of the Research
Reading is the process of constructing and getting the meaning from the text
which the researcher read. Klingner (2007) said that reading comprehension is the
process of constructing meaning by coordinating a number of complex processes
including word reading, word and world knowledge, and fluency. It refers to the
ability in interpreting the word, understanding the meaning and the relationships
between ideas conveyed in a text. According to Harmer (2007), reading is useful
for language acquisition provide that student more or less understand what they
read, the more they read the better they get it. It can be said that reading is a
process that involves recognizing words, leading to the development of
comprehension and negotiates the meaning between the text and its reader.
Reading becomes an evolving interaction between the text and the background
knowledge of the reader. This is accomplished through use of strategies, both
cognitive and metacognitive. The essence of reading is comprehension. Reading
comprehension is process of readers combining information from a text, the
readers do not understand the text well and are not able to get the meaning from
the text. So, it can be said that in teaching reading, it needs strategies to
comprehend the meaning of the text.
Brown (2004) defined that fundamental of teaching strategies is to make
easier to implement a variety of teaching technique and methods. In teaching
strategies, there are many strategies that teacher can use when they are teaching,
such as reading. In other word, teaching strategies is a teacher plan in teaching for
a lesson which include structure, desire learner behavior, in terms of the goals of
instructions, and an outline of tactics necessary to implement the strategy.
In reading the text effectively, the teachers lead each student in the class in
order to be successful and proficient readers. It is supported by Slavin in Arrafi
(2019), effective instructions is not simple matter of one person with more
knowledge transmitting knowledge to another. The effective teacher do not use
2
only one specific technique and methods, but also the teacher needs many
strategies and skills to accommodate the learning styles for each individual
student in the class. The English teacher provide students to assess their learning
styles, strengths and weaknesses by reading and sharing in group and it can
enhance student‟s motivations to read the texts and enhance their academic
performance. The teacher also help the students to communicate or express their
thoughts, feeling and opinions in English. Some students are good in reading the
texts and also their score in academic. Some students know to read and pronoun
the words well and they can get the information and answer the questions easily. It
means that the teacher should have a plan as accurate as possible to get an
effective teaching and learning. Especially, to reach a good development in
teaching reading, teacher should create various teaching strategies to enhance
student‟s motivation to understand the texts easily. Teaching strategies in reading
comprehension are important in the learning process and could affect the students
reading comprehension.
To get student reading comprehension, the teacher needs strategies
effectively. Effective teacher is a teacher who has a deep understanding of
curriculum and has high quality instructions to increase student achievement for
all aspect. According to Allington (2002), effective teachers manage to produce
better achievement regardless of which curriculum materials, pedagogical
approach or reading program they use meanwhile. Then, Walls (2002) said that
effective teachers as appearing to have better developed schemata for classroom
teaching with strong links between subject matter and ways to teach it: to be more
effective teachers lesson planners and implementers, and yet be more flexible and
reflective in meeting student‟s needs and facilitating student social and academic
growth.
Based on the researcher interview with the English teacher at Senior High
School Jauharul Falah Kumpeh Ulu on preliminary observation. The researcher
found that in the school of Senior High School Jauharul Falah Kumpeh Ulu that
school use K13 curriculum and written in the standard competence in the syllabus
of the first year of senior high school, student are expected to be able to
3
comprehend the meaning of formal and informally text in the forms of Narrative,
Procedure, Descriptive, and Recount in daily life context. So, an ability to
comprehend the text is one should be mastered by the students in the first year of
senior high school. Based on K13 curriculum which are taught in the first
semester of the eleventh grade students. There are types of texts genre, they are
descriptive and recount. According to Priyana at al (2008), the purpose of recount
text is to document a series of event and evaluate their significance in some ways.
Then, recount text is a text which is taught in the eleventh grade students where is
content to inform the reader about something or sequence of events which
happened in the past time.
Based on the researcher interview with the English teacher at Senior High
School Jauharul Falah Kumpeh Ulu on preliminary observation. The researcher
found that the school has a good result in learning English. It is seen from their
achievement in some English competition. The researcher found that students got
some achievement related with English subject at Senior High School Jauharul
Falah. The students won 1st place in the English interpretation competition at the
regency level, and won several competitions such as English speech, trilingual
speech and writing essay. Therefore, it was found that most of the student or 85%
of them got good score in reading comprehension. It can been seen from their
quiz, mid test, the final test. When the teacher gives quiz, mid test, final test, the
student always got good score in their examinations. Jauharul Falah is one of
Islamic Boarding School uses two languages for communication. They are
Indonesian and English. The good ability of the students should be based on the
good strategy in teaching strategy by teacher. From the preliminary observation in
State Senior High School Jauharul Falah Kumpeh Ulu, the researcher found that,
English teacher at Senior High School Jauharul Falah Kumpeh Ulu teach reading
by having students read stories or sing in English. After that students are told to
explain the meaning of the story or song.
Based on the explanation above, the researcher interested in analyzing this
thesis because teaching reading is very important for the students understand and
comprehend the whole meaning of the text. So, the researcher takes this thesis
4
with entitled “An Analysis of English Teacher’s Strategies in Teaching
Reading at Senior High School Jauharul Falah Kumpeh Ulu”.
B. Focus of the Problem
The researcher limits the problem on English teacher strategies in teaching
English focused on reading at the Eleventh grade of the State Senior High School
Jauharul Falah Kumpeh Ulu.
C. Formulation of the Problem
Based on the background of the research, the formulation question of the
study is “What are strategies used by the English teacher in teaching reading
comprehension at the eleventh grade of the State Senior High School Jauharul
Falah Kumpeh Ulu?”
D. The Purpose of the Research
After making the formulation of the research above, the researcher makes
the purpose of the research is to analyze the strategies used by teacher in teaching
reading at the eleventh grade of the State Senior High School Jauharul Falah
Kumpeh Ulu.
E. Significance of the Research.
In this thesis research, the significance of the research is expected to be able
to contribute to the theoretical and practical as follow:
1. Theoretically
The results of this study are expected to contribute and scientific contribution
to the development of scientific treasures and can contribute to the world of public
education, it is also expected to be used by future researcher as a benchmark for
improvement and perfection associated with practical applications.
2. Practical
a. For the students
5
The finding of the research can be used as a new reference to learn English,
especially reading. They can know kinds of teacher teaching strategies and they
can choose one of the strategies that use by the teachers to comprehend reading.
b. For English teachers
The findings are expected to be useful contribution that can be transferred to
learners based on their characteristics. By considering each student may employ
different strategies, the teacher can take one of the strategies in teaching reading
for comprehend to their students. Based on the statement above, teacher has to
have a strategy to make the student‟s ready to speak. By applying the correct
strategies in teaching and learning process.
c. For the next researchers
This thesis gives some contribution and information for next researchers
about strategies in reading used by the eleventh grade of Senior High School
Jauharul Falah Kumpeh Ulu. The result of the research is expected to give some
contributions for students, teachers, and future researches.
6
CHAPTHER II
REVIEW OF RELATED LITERATURE
A. Definition of Reading
Learning English is not something new for university students. They often
speak and write. In English, there are four skill be mastered by students: reading,
writing, speaking, and listening.
According to Spratt, Pulverness, and William (2005), reading is an
creativity in which readers respond to and make sense of a text being read
connected to their prior knowledge. The activity is done by the readers as they
want to get knowledge and information from the text. In the process of getting
knowledge and information, they readers try to connect what they read in the from
of written language to what they have already known about the text. Making sense
of a text is done by understanding meaning of words, sentences, and even a text.
Grabe (2009) states that reading is the process in which readers learn
something from what they read and involve it in academic context as a part of
education. Learning happens when there is a change in mind from an unknown
thing to the known one. As reading is include in learning, the readers try to grasp
the texts being read by synthesizing, interpreting, evaluating, and selecting the
important information.
Linse and Nunan (2005) state that reading is a fluent process of readers
combining information from a text and their own background knowledge to build
meaning. It means that reading is a complex conscious and unconscious mental
process in which the reader uses a variety of strategies to reconstruct the meaning
that the author is assumed to have intended, based on data from the text and from
the reader‟s prior knowledge. Reading is a process of understanding written
language. Since reading is process, it start from viewing the linguistic surface
representation and ends with the certain ideas or meaning about the message
intended by the writer, thus reading combination perceptual process and cognitive
process.
7
The most detailed one, Snow et al (2002), says that reading
comprehension as the process of simultaneously extracting and constructing
meaning through interaction and involvement with written language. They
classify that comprehension entails three elements: they are the reader
(considering with capacities, abilities, knowledge and experiences that a person
brings to the act of reading), the text (including printer text or electronic text) and
the activity (considering the purposes, process, and consequences associated with
the act of reading). Which is one of the four language skills, can be classified into
two types: initial reading, it is an effort made by those who have not been able to
read to learn reading (e.g., how to read the alphabets and combination of letters or
simple words) and reading comprehension, it is an activity aimed to understand
the messages of a particular text Brown (2000). Initial reading and reading
comprehension are the types of reading which have the advantage. Initial reading
very useful to use for the children who are learning to read English. For example
is how to read the alphabets while reading comprehension is understand the
message of the text fully. The researcher will use the reading in this research.
Based on the definition above, it can be conclude that reading is an
interactive process that goes on between the reader and the text, a reader will use
his knowledge, skills, and strategies to understand what the text talk about. It
means that the reader tries to recognize the words. He or she meet in print and find
the meaning of the written text. So the reading brings a maximum of
understanding to the author‟s massage.
B. Teaching Reading
According to Sarjan (2017), teaching is a complex process, it does not only
give the information from the teacher to the students. There are many activities
that can be doing especially when the process of teaching and learning in the
classroom. Jeremy Harmer (2008), said that teaching is not an easy job, but it is
necessary one, and can be very rewarding when the teacher see our students
progress and know that we have helped to make it happen. It is true that some and
students can be difficult and stressful as times, but it also worth remembering that
8
it is best teaching can also be extremely enjoyable.
In the classroom, reading is one of ways to make the students understand in
teaching-learning process. Every student has different character, so the teacher is
expected to present some ways to make the student interesting to conduct their
lesson. The strategy of teaching reading which the teacher is present one of ways
in the classroom. The first is summarizing. Summarizing is how we take larger
selections of text and reduce them to their bare essentials : the gist, the key ideas,
the main points that are worth noting and remembering. Webster‟s calls a
summary the “general idea in brief form” it‟s distillation, condensation, or
reduction of a larger work into its primary notions (Sarjan,2017).
Summarizing teaches students how to discern the most important ideas in a
text, how to ignore irrelevant information, and how to integrate the central ideas in
a meaningful way. Teaching students to summarize improves their memory for
what is read. Summarization strategies can be used in almost every content area.
The second is questioning. Questioning is one of the most important dimensions
of teaching and learning. It gives tutors the chance to find out what students know
and understand, and it allows students to seek clarification and help. The third is
skimming. Skimming is aimed at getting quickly the main ideas and the purposes
of reading selection (Cahyono et al, 2011). The fourth is scanning. Scanning is
quick reading to find the general idea, scanning is quick reading to locate specific
information. From the statement above, it is clear that the strategies influence for
the students‟ learning in reading. So, it can be concluded that strategies is
important for students to learn reading.
C. Teacher Strategy in Teaching Reading
Teaching strategies can be defined as generalize plan for a lesson or a lesson
which includes structure, desire leaner behavior, in terms of the goals of
instruction, and an outline of tactics necessary to implement the strategy.
Faturrahman and Sutikno (2007) state that the strategy has an understanding of
outlines the direction to act in effort to achieve a predetermined goal in generally.
In connection with teaching and learning, strategies can be interpreted as patterns
9
general activities of student teachers in the realization of teaching and learning
activities to achieve the goals outlined. According to Syaiful Bahri Djamarah
(2012), strategy is a method, whereas in general the strategy has an understanding
of an outline for acting in an effort to achieve a predetermined goal.
Therefore, teacher needs to have good strategy in teaching students, because
it can affect the students ability which is the goals outlined. That is why teacher
should become the professional one. As Mufarokah (2013) said in her book that
the teacher is one of the educational staff who is professionally-pedagogically a
great responsibility in the learning process towards the success of education,
especially the success of their students for their future.
A teacher has to implement a strategy so that his students will learn to read
and comprehend as well as possible. Brown (2004) said that there are two kinds
strategies in teaching reading. First kind is direct strategies or what are also called
cognitive strategies. These include a number of different ways of remembering
more effectively and of using all possible cognitive processes and compensating
knowledge. Second kind is indirect strategies which focus on some aspects, such
as organizing and evaluating learning, managing the emotions and learning from
others.
Besides that, Duffy (2007) has mentioned some strategies for teaching
reading comprehension in the classroom. First, teaching of reading is knowledge
based. Thus, teachers are acquired to have knowledge related to the material so
that they can explain the material to their students. Therefore, a good teacher has
to prepare himself for it. Second, reading is a complex cognitive and linguistic
process. It involves decoding alphabetic symbols, drawing upon experiences and
language, and using strategies effectively to make meaning. The teacher has to
realize that reading is a multidimensional process. Third, learners are different,
either their ability or their behavior or both. Students have a variety of abilities,
especially for comprehending the meaning of a text. Therefore teacher need to
analyze the abilities of their students‟ in order to help themselves to manage the
classroom situation. The last strategy of Duffy is that teachers are informed
10
decision-maker who makes many instructional decisions every lesson. In order to
make instructional decisions that positively affect the reading achievements of the
students, teachers must be knowledgeable about the reading processes, effective
instruction, the diversity of communities they serve, and the expectations for the
teaching of reading as outlined in the curriculum.
According to Adler C.R (2001), reading comprehension ways are aware
plans-sets of steps that sensible readers use to create sense of text. Comprehension
strategy instruction helps students become purposeful, active readers who are up
to the mark of their own reading comprehension. Adler C.R making seven
strategies here appears to have affirm scientific basis for improving text
comprehension.
1. Monitoring comprehension
Students who are good at monitoring their comprehension knows when
they understand what they read and when they do not. They have strategies
to “fix” problems in their understanding as the problems arise.
2. Metacognition
Metacognition can be defined as “thinking about thinking”. Good
readers use metacognitive strategies to think about and have control over
their reading. Before reading, they might clarify their purpose for reading
and preview the text. During reading, they might monitor their
understanding, adjusting their reading speed to fit the difficulty of the text
and “fixing” any comprehension problems they have, after reading , they
check their understanding of what they read.
3. Graphic and semantic organizers
Graphic organizers illustrate concepts and relationships between
concepts in a text using diagrams. Graphic organizers are known by
different names, such as maps, webs, graphs, charts, frames, or clusters.
4. Answering questions
The Question-Answer Relationship strategy (QAR) encourages students
11
to learn how to answer questions better. Students are asked to indicate
whether the information they used to answer questions about the text was
textually explicit information (information that was directly stated in the
text), or information entirely from the student‟s own background
knowledge.
In this strategy, the teacher gives to the students one until two
questions. So the students answer that question. This question is about the
lesson that they have discuss. It‟s done by the teacher to know students
understand or not understand about the material. And its done in final
learning whit the teacher point one of student the answer that question. And
answer it by sits in chair each.
5. Generating questions
By generating questions, students become aware of whether they can
answer the questions and if they understand what they are reading. Students
learn to ask themselves questions that require them to combine from
different segments of text.
6. Recognizing story structure
In story structure instruction, students learn to identify the categories of
content (characters, setting, events, problem, and resolution). Often,
students learn to recognize story structure through the use of story maps.
Instruction in story structure improves students‟ comprehension.
7. Summarizing
Summarizing requires students to determine what is important in what
they are reading and to put it into their own words. Instruction in
summarizing helps students:
a. Identify or generate main ideas.
b. Connect the main or central ideas.
c. Eliminate unnecessary information.
d. Remember what they read.
12
From the definition above, the main point of reading is comprehension.
In addition, the readers should develop to get the main point from a text.
Acquiring the main point of reading passage is the most important idea for a
reader to develop comprehension of the text, because according to Lynne (2004),
getting the main idea makes reading more purposeful to make easy remembering
and helps to make the supporting details.
D. Relevant Studies
There are three relevant studies that the researcher takes about English
teachers‟ strategies in teaching English:
The first is the study by Sarjan (2016) by thesis entitled An Analysis on the
English Teachers Strategies in Teaching Reading Comprehension SMP 1 of
Wonomulyo. The problems of this research, what were the strategies of English
teacher in teaching reading comprehension at the Second Grade of Junior High
School 1 of Wonomulyo and how to implement of English teacher‟ strategies in
teaching reading comprehension at the Second Grade of Junior High School 1 of
Wonomulyo? The method of this research was qualitative research. The subject of
this research was English teacher in Junior High School 1 of Wonomulyo. The
instrument of this research were observation checklist and interview. The result of
the research found that two strategies that the teacher used, Scaffolding and QARs
(Question Answer Relationship), the teacher able to know how far their students
understand what the teacher has given to them. And the teacher able to know how
far understanding of the student doing the task after and the text and understand
what the content of the text.
The differences of his thesis with this thesis that is, in the research the
researcher used four strategies there are Question-Answer Relationship
,Generating Questioning, Recognizing Story Structure and Summarizing. while in
previous study the researcher used two strategies there are Question Answer
Relationship and Scaffolding. The similarity of this research focus on teacher
strategies, the researcher will analysis which one of the strategies above will used
13
by the English teacher in teaching reading comprehension.
The second is study from Rahmawati (2013) with the title Teacher
Strategies in Teaching English (A Case Study of Hearing Impaired Students
in SMPLB Prof. Dr. Sri Soedewi Masjchun Sofwan, S.H. Jambi). This study
was qualitative research with a case study approach. This research found that
students with hearing impairment is supposed to more focus in reading and
writing skills. It is because those skills is possible to do by them. Teacher
especially the English teacher needs strategy to teach them. In conclusion, there
some strategies that can used by teacher to teach students with hearing
impairment. There are advertising me, drama , story writing and making decision.
The dominant strategy is story writing because the students can explore their
feeling and wishing in written. This strategy works well because it is appropriate
to the students with hearing impairment‟s skill commonly.
From the explanation previous studies above, the researcher thinks that the
research has the differences with his thesis, this research the researcher focus on
teacher strategies in teaching reading at eleventh grade senior high school. While
in previous study the research found that students with hearing impairment is
supposed to more focus in reading and writing skills. The similarity was both, the
researcher used a descriptive qualitative research in teaching strategies reading
comprehension.
The last, the student from English Education Department Faculty of
Tarbiyah and Teacher Training the State Institute of Islamic Studies (IAIN)
Tulungagung named Nurlaili (2014) with the title A Study on Teacher’s
Strategies in Teaching Reading Comprehension in Second Grade of
Student’s MTS Tarbiyatul Ulum Panggungasri Panggungrejo Blitar
Academic Year 2013/2014. This research discussed about the teacher‟s
strategies in teaching reading comprehension in second grade of MTs Tarbiyatul
Panggungasri Panggungrejo Blitar. Research method, the researcher used
descriptive qualitative research consisting of some data in the form of word,
phrase and sentences. It is used to describing something that is known to have
14
happened in the process of teaching activity. In conducting the research, the
researcher collected data through observation. Then the research interviewed the
English teacher to get more information. The subjects of this research were the
English teacher at MTs Tarbiyatul Ulum Panggungasri Panggungrejo Blitar. The
result showed that teacher‟s strategies in teaching reading comprehension is use
fourth strategy they are: memorizing strategy, question and answer strategy, game
and discussion strategy. With those strategies the students easily understand the
text of reading comprehension.
The differences of his thesis with this thesis that is, in the research the
researcher used fourth strategies there are Question-Answer Relationship
,Generating Questioning, Recognizing Story Structure and Summarizing. while in
previous study the researcher used fourth strategy they are: memorizing strategy,
question and answer strategy, game and discussion strategy. The similarity of this
research focus on teacher strategies, the researcher will analysis which one of the
strategies above will used by the English teacher in teaching reading
comprehension.
15
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, the researcher uses descriptive qualitative, because it describes
the teacher‟s strategy with the environment exploring learning in teaching reading
to students‟ eleventh grade at Senior High School Jauharul falah Kumpeh Ulu.
The researcher select this method , because it convey a broader understanding of
the teacher and students‟ views on teacher‟s in teaching reading.
Based on explanation above, it can be concluded that descriptive qualitative
is analyzing about descriptive data that is collected in the field, by using
descriptive qualitative the researcher gets the answer about the environment
exploring learning‟s strategy applied by the teacher in teaching reading to
students‟ eleventh grade at Senior High School Jauharul Falah Kumpeh Ulu.
B. Setting of the Research
The research conducted in November 2020 at Senior High School Jauharul
Falah Kumpeh Ulu in Jambi.
C. Subject of the Research
In this research the researcher used purposive sampling to get the subject of
the research. Sugiyono (2010) defined that purposive sampling is a technique for
determining research samples with certain considerations that aim to make the
data obtained later be more representative. The subject of this research was a
teacher in Senior High School Jauharul Falah Kumpeh Ulu, especially English
teacher in eleventh grade. The researcher taken from the data by one teacher.
D. Sources of the Data
In this research the researcher takes the data from the teacher‟s strategy
through observation, and interview when the teacher as the subject applies the
strategies in teaching reading and students as the object in practicing learning
16
process. The sources of data in this study is teacher her as a person who applies
the strategies in teaching reading, student‟s interactions and situations process
when teacher uses the environment exploring teaching‟s strategy in teaching
reading and student‟s note, photos.
E. Technique of Data Collection
This research uses kinds of technique in collect the data. They are
observation, and interview. It can be seen in the explanation below:
1. Observation
The observation held four time meeting. The observation held in
November 2020. The researcher uses this technique to observe the
teacher‟s strategies in teaching reading comprehension for class XI IPS
also student‟s interactions process. The researcher comes and sits in the
class and writes the important points that the researcher kinds and also
uses the observation field to find out the teacher‟s strategies in teaching
reading at eleventh grade at Senior High School Jauharul Falah Kumpeh
Ulu.
2. Interview
In this research, the researcher conducted semi-structured
interviews with participants to get some information that are needed for
this research. The participants in this research is the teacher in Senior
High School Jauharul Falah Kumpeh Ulu. The interview is also used to
answer the formulation of the study, related to the objectives of the
teacher‟s strategies in teaching reading. The researcher used six questions
for interview. Semi-structured interview is used to collect data and the
researcher asks the teacher of eleventh grade class XI IPS. The interview
held in November 2020. The researcher started with general guiding
question based on formulation of these interviews conducted in
Indonesian language. Later the interview take shape as themes emerged
from the information given by the teacher and students.
17
F. Technique of Data Analysis
The technique of data analysis in this research is descriptive analysis. Using
the technique, the researcher collects, arranges and presents the data. The
qualitative method is a kind of research without using any calculation of statistic
procedures. The scheme above is the techniques in analyzing data by:
1. Data Reduction
During the field notes process, the data gains grow much and
complex. The data need to be reduced. Data reduction means to summarize,
to choose the points, to focus on teacher‟s strategies, in order to find the
answer. The researcher reduces from the whole data collected and gets the
more suitable the data would be analyzed.
2. Data Display
Data display was the second form of data analysis after the process of
selecting, simplifying, and organizing, raw data. In this research, the
researcher display carefully in the form of descriptive text. In displaying the
data, the formulation of research questions were taken to be considered by
the researcher in order to make the data displayed always suitable to the
research questions using Miles and Huberman theory. The data that
displayed here were the main data.
3. Conclusion/Verification
The conclusion needed to be verified for its credibility. Verification is
some program to check the researcher‟s carefulness and to the accurate data.
Taking conclusion is only the part of activity in though configuration. The
researcher begins to seek supporting information, then the reduction data,
presentation data, and the last was making conclusion. After reduced and
presented the data, the last step the researcher made the conclusion about
teacher‟s strategies in teaching reading the classroom.
G. Trustworthiness
In qualitative research, there is common technique usually used to check the
trustworthiness of the data. To get the trustworthiness in this research, more than
18
one instrument was used to collect the data. So, the researcher used triangulation
techniques. The purpose of triangulation is to processes in which various source
of data are collected. The variety of sources can refer to time, place, and person.
In the present study the sources of data referred to the teachers and students.
Methodological triangulation is a process in which various method are used to
measure the same unit. Methodological triangulation was done by employing
different method of collecting data, namely observation, and interview.
19
H. Schedule of Research
Table 3.1 Research of schedule
No Activities
Month
Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb march
1 Preparation
2 Proposal Arrangement
3 Consultation of
Proposal
4 Proposal seminar
5 Collecting data
6 Research improvement
7 Writing a thesis
8 Thesis examination
20
CHAPTHER IV
FINDING AND DISCUSSION
This chapter presents findings and discussion of research. The findings of
the research covers the analysis of teacher strategies in teaching reading and the
result of interview about the strategy in teaching reading process.
A. Research Finding
The researcher conducted the interview and observation techniques to
acquire data about the English teacher‟s strategies in teaching reading. The
researcher found there were four strategies used by the teacher in teaching
reading. They are QAR, generating Question, recognizing story structure and
summarizing. Those four strategies always used by teacher in each meeting.
a. Question-Answer Relationship (QAR)
Based on the observation, the first strategy which is used by the
teacher is Question-Answer Relationship (QAR).This strategy usually
uses by teacher because students seen happy and fun using QAR.
Before starting lessons, the teacher as usual greets students,
absent and brain storming about the subject. In this activity the students
repeat some subject that they have learned before. Furthermore, these
activities are divided into several steps. The steps used by the teacher
are first, students start by reading or ask students to listen to the text
read by the teacher. The second, teacher involve students in questioning
activities and monitor the extent to which students understand. And
then the teacher guides students during the questioning process and
encourages students involvement. The students seemed happy to use
QAR because they could make their own questions based on the text.
However, some students got confused but the teacher guided them and
then they could follow the rules. Sometimes students ask the teacher
what they should do next. Then the teacher provides feedback to the
students and allows discussion.
Based on the interview which is conducted by the researcher, the
21
teacher usually uses Question Answer Relationship (QAR) strategy in
teaching reading because the students are enthusiastic using this
strategy in learning. This strategy makes them easier to make questions
and answers and also make them easier to understand the text given.
“What is the most strategy you used in teaching reading? Answer :I
mostly used QAR. Because I use QAR to provoke students’ enthusiasm
in learning and make it easier for them to make questions and
answers”.
In discussion, students was active to gave question and
answered the question. They concluded their answer and presented to
the front of class. In post activity the teacher repeat the learning and
what students got form the learning. And then the students about their
difficult and gave them the solving. Students can be more active in the
classroom and make new questions based on their own words after
using this strategy. Besides that, students also know the new
information from the text. From the results of interview and
observation, QAR is the strategy most often used in teaching reading.
Because with strategy students are free to express their opinions in front
the class.
b. Generating Questioning
Based on the observation, generating questioning are the second
strategy that researcher have discovered. In the pre activity the teacher
as usual gave students greeting, absent and brain storming about the
subject. In this activity the students repeat some subject that they have
learned before. Then the whole activity divided into some steps.
Students begin by reading the text.
The first step, the teacher introduced this strategy to the students,
and this step, the teacher finds clear main idea. The teacher tells the
students that some of the quotes have concise sentences that state the
main idea or essence of the paragraph. Then the teacher uses sample
22
quotes with clear main ideas, after which the teacher trains students to
identify and underline the main ideas.
Then, the teacher explains that the reader must first identify the
idea of the quote before they summarize the main idea of the quote, and
the teacher to use the sample quote with the main idea implied. After
that the teacher explains to students how to distinguish the main
information from the less important details. The teacher asks students to
practice these skills in student daily practice.
The next step is writing the core sentence. The teacher shows the
student a quote with an implied main idea. Then the teacher asks
students to circle the main idea and he gives an example of how to write
the main sentence that is built from the main idea. After that the teacher
asks students to practice these skills in students‟ daily exercises.
Entering the generating questions,
The teacher tells students that careful readers often make
questions about what they read to help them learn, then the teacher asks
students to make a list of words that can be used as questions, for
example what, who, where, when, why, and how. After that, the teacher
gives students practice using question-making strategies. Before the
learning process is complete the teacher repeats the lesson that has been
taught and then he asks students about the difficulties they are
experiencing and provides solutions.
Based on the interview, it can be concluded that this strategy is
used to encourage students to develop their learning skills and could
help students improve their critical and creative thinking skills when
students learn to ask questions about assigned texts. “How is the
process of your teaching in reading ?Answer : My process of teaching
reading is dependent on the material I teach., starting from reading the
text, looking for vocabulary that they don’t know, their meaning and
pronunciation and making questions from the text they read, then I ask
them to make a summary of the text they read.
23
Students can be more active in the classroom and more
understand about how to find main idea after using this strategy. They
also know about how to build a sentence in reading.
c. Recognizing Story Structure
Based on the observation, the third strategy is recognizing
structuring story. The types of recognizing structuring story used by
teacher is the story mapping. In the pre activity the teacher as usual
gave students greeting, absent and brain storming about the subject. In
this activity the students repeat some subject that they have learned
before. Then the whole activity divided into some steps. Students begin
by reading the text.
From the results of the first meeting field notes, the teacher began
learning by brainstorming students by asking about students‟
experiences of reading text and asking students to name the text titles
they read. Then the teacher explains the structure and elements of the
text. Here the teacher uses a story mapping strategy and explains the
process of implementing this strategy. The teacher must pay attention
to all students whether they are ready or not to start the lesson so that
students can pay attention to the explanation from the teacher. This
strategy is used by the teacher as a learning model so that students
understand the text more easily. But some students seem confused with
this strategy. At the second meeting, the teacher repeated the material
that had been taught in the first meeting. Here the teacher explains the
general structure and elements in the text. At this second meeting the
teacher attracted the attention of all students to pay attention to the
learning that was about to begin.
Based on the interview, in this strategy the teacher focus on story
mapping, because with story mapping , students understand the story
line more easily.“What is your reason in using some strategies in
teaching reading comprehension ?Answer :I used several strategies to
24
keep students from getting bored in class and to make them enjoy
learning to read”.
In the post activity the teacher repeat the learning and what
students got from the learning. After that, the teacher asked students
about their difficult and gave them solving.
d. Summarizing
Based on the observation, summarizing is the last strategy that
researcher have discovered. In the pre activity the teacher as usual gave
students greeting, absent and brain storming about the subject. In this
activity the students repeat some subject that they have learned before.
Then the whole activity divided into some steps. Students begin by
reading the text.
After that, the teacher asks students to read the text that has been
given by the teacher to find the topic of the text. Then the teacher asks
students to find the main idea in the text and asks students to look for
the main idea. Then the teacher asks students to reread the text and
make a summary of the text.
In making a summary, students must state the main idea of the
text in the first sentence and only include the most important
information. In this strategy many students ask the teacher because
they are confused about summarizing the text. Then the teacher
explains to the students and asks them to follow the method that has
been explained. This strategy is difficult enough that the teacher needs
time to repeat the method even more.
From the interview results, it can be concluded that in this
strategy the teacher trains students how to summarize good and
correct according to the rules. So that students do not have any
difficulty in summarizing. “How do you make students active in
classroom ?Answer : I changes the strategy every teaching”.
In the post activity the teacher repeat the learning and what
25
students got from the learning. After that, the teacher asked students
about their difficult and gave them solving. But from this strategy, the
students can be more focus and consistent in reading. They also can
retell the story of the story of the text detail. Besides this strategy also
made them good in writing subject.
B. Discussion
In this sections, the researcher explains the results of the study. Based on
observations and interviews conducted by researcher at Senior High School
Jauharul Falah Kumpeh Ulu, especially in the eleventh grade with English
teachers about their strategies in teaching reading comprehension. The researcher
found that there are four strategies used by the teacher in teaching reading
comprehension they are Question-Answer Relationship (QAR), Generating
Questioning, Recognizing Story Structure, and summarizing.
a. Question-answer relationship (QAR)
Tompkins, (2006) said that QAR is considered suitable in
learning to understand the text because in the process of learning
students in guidance to focus more on the text. According to Raphael
(1986), Question-answer relationship (QAR) is a reading
comprehension strategy developed to clarify how students approach the
tasks of reading texts and answering questions. It encourages students
to be active, strategic readers of texts. QAR strategy shows the
relationship between questions and answers, how to search for
information in a text according to different types of question.QAR is the
first strategy found in the reading class applied by the teacher. This in
line with the study conducted by Sarjan (2007). In her study QAR is
strategy used to give material to the students in order the students was
easy to accept material that given by teacher. This strategies help the
teacher in teaching reading comprehension. With this strategy the
teacher able to know how far heir students understand what the teacher
has given to them. And in the stage the students not only read the
26
passage but also really understand what the content of the content. If the
students can answer the questions they have understood then they
understand the text., and if they cannot answer the questions then the
students do not understand the text. And also the teacher asks the
students to answer the questions related to the text, after which the
students write down the answers in their books. The teacher using this
strategy because the students must understand the reading text and the
students guided to more focus on the text.
b. Generating questioning
According to Palincsar and Brown (1984), generating questioning
is an important comprehension-fostering and self-regulatory cognitive
strategy. It is caused by the act of composing questions which focuses
the student‟s attention on content. It is involved concentrating on main
ideas while checking to see if content is understood. In this strategy the
teacher asks the students to identify the main idea of a quote first
before they make questions. Then the teacher adds discussion as one of
the advanced strategies in generating questions. In this strategy
students are divided into small groups. After that the teacher gives a
different topic for them to discuss with their respective groups. Then,
after the students finished discussing the teacher appointed one student
from each group for a presentation in front of the class while the other
groups gave comments. In this discussion students exchange ideas
about the topic.
This strategy is used to make it easier for students to make
questions. Generating Questioning is the second strategy found in the
reading class applied by the teacher. This in line with the study
conducted by Arrasul (2015). In his study Generating Questioning is a
strategy that involves requiring students to read a specific assignment,
create questions designed to elicit important information from the
passage, and answer their question. Asking students to create their own
27
questions about a reading passage encourages them to read more
actively and helps them to focus their attention on key ideas. The
questions should be in general, use question stems commonly referred
to as reporters‟ questions or known as WH-questions.
c. Recognizing story structure
Here the teacher uses a story mapping strategy and explains the
process of implementing this strategy, then the teacher explains the
general structures and elements in the text to the students. The teacher
must pay attention to all students whether they are ready or not to start
the lesson so that students can pay attention to the explanation from
the teacher. This strategy is used by the teacher as a learning model so
that students understand the text more easily. According to Johnson
(2008), this strategy can help students to improve their reading
comprehension by giving them a framework they can use to read a
story (Pertaining to Cohen, 2007). This strategy can guide the students
to make predictions about how they think the story. This strategy also
can help the students to learn how to think reflectively by creating
some questions about the story‟s setting, plot, characters, and so on.
Recognizing story structure strategy also can make the students
become comprehensive readers. They come in all shapes and sizes. In
the early stages of writing development, story maps help students
identify the main characters, setting, problem, and solution. This
strategy also educates the students to be aware of their surroundings
and be responsible with their work in a group.
d. Summarizing
And the last Summarizing. Summarizing helps the reader in all
reading text because the whole goal of any reading is to understand
the most important points. Pakzadian and Rasekh (2012) said that,
summarization is an effective learning strategy that can help students
28
to construct and retain a succinct summary of important propositions
from text. The teacher makes use of this strategy to learn reading
comprehension in class. In the strategy used by the teacher, the
teacher asks students to make a summary. In making a summary
students must state the main idea of the text in the first sentence and
include only the most important information, after which students
write the summary results in their book. This strategy is used to train
the extent of students‟ reading comprehension in understanding the
text. Summarizing is the last strategy found in the reading class
applied by the teacher. This in line with the study conducted by Huan
and Kim Ngan (2017). In his study summarizing strategy could help
them to retain information in the text and overcome the reading
breakdown.
The teacher uses several strategies in order to assist students in developing
the meaning contained in the reading text so that students understand the content
of the reading more easily. Based on description above, the researcher had
analysis that happened in the classroom during learning process. After the
researcher conducted the analysis during learning process, the researcher
concluded that the four strategies used by the teacher in teaching reading
comprehension in the XI of Senior High School Jauharul Falah made it easier for
students to understand English text in reading comprehension lessons. Therefore,
the researcher thinks that this research is clearly to describe about four strategies
used by the teacher in teaching reading comprehension namely QAR, Generating
Questioning, Recognizing Story Structure, and Summarizing. While the other
researcher in the previous study before, they used only two strategies in teaching
reading comprehension to the students namely QAR and scaffolding.
29
CHAPTHER V
CONCLUSION AND SUGESTION
This chapter presents conclusion and suggestions related to what has
analyzed and discussed. It has correlate with the title “An Analysis of English
Teacher‟s Strategies
A. Conclusion
After getting the data and analyzing the finding and analyzing the results
or the data the researcher found that in learning reading comprehension the
teacher uses four learning strategies, they are: Question and answer relationship,
generating questions, recognizing story structure and summarizing. Based on the
research results, this strategy is effective in learning reading comprehension
because it can help students understand the text and students who have difficulty
reading will more easily understand your reading. This strategy provides good
feedback for the teacher in teaching reading at the Senior High School.
B. Suggestion
Based on the conclusion above, the researcher would offer some
suggestions are presented for students, English teacher and the next researcher.
1. Students
With the strategy‟s that use by the teacher, the students hope the
students more understand about reading comprehension and enjoy with
his lesson.
2. English teacher
This research can improve the quality of the English teacher in
teaching English. Teacher‟s strategies must be applied because this is
the teacher‟s way to determine learning goals during teaching learning
process.
3. The next researcher
The researcher wishes that other researcher could conduct this
30
research in wider area. The next researcher can conduct the research
about the teacher strategies that used by an English teacher which
important in teaching and learning process. Therefore, that result will
be more advantageous and be applied in a larger area.
31
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33
APENDIX 1
FIELD NOTE
Field Note:
Day : Wednesday
Date : 11th November 2020
Note :
In the preliminary activity the teacher instills a polite and religious attitude
in students where the teacher says greetings before entering class. Then the
teacher appoints one of the students to lead the prayer. This activity is carried out
so that students get used to praying before starting lessons.
In the core activities the teacher tries to do memory for students, such as
asking about the material last week, then students answer questions from the
teacher. After that the teacher goes into the next material, namely reading
comprehension. The teacher begins the lesson by first reading the text properly
and correctly. Then the teacher appoints one of the students to read the text. The
strategy used by the teacher is QAR, where when students are finished reading the
text, the teacher asks about the vocabulary in the reading. Students seem to enjoy
using this strategy because they can make their own questions based on the text.
However some students look confused, but the teacher guides them so they can
follow the rules.
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FIELD NOTE
Day : Wednesday
Date : 18th November 2020
Note :
The teacher adds discussion as an advanced strategy in generating
questions. In this strategy students are divided into small groups, then the teacher
provides different topics for them to discuss with the groups. The teacher asks the
students to translate the text. Then the students discuss with their groups. After
they finish the discussion the teacher appoints one student from each group to
present the results of the discussion in front. While other groups gave comments.
In this strategy, students exchange ideas about the topic.
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FIELD NOTE
Day : Wednesday
Date : 25th November 2020
Note :
On the first meeting, the teacher began learning by brainstorming students
by asking about students‟ experiences of reading text and asking students to name
the text titles they read. Then the teacher explains the structure and elements of
the text. Here the teacher uses a story mapping strategy and explains the process
of implementing this strategy. The teacher must pay attention to all students
whether they are ready or not to start the lesson so that students can pay attention
to the explanation from the teacher. This strategy is used by the teacher as a
learning model so that students understand the text more easily. But some students
seem confused with this strategy. At the second meeting, the teacher repeated the
material that had been taught in the first meeting. Here the teacher explains the
general structure and elements in the text. At this second meeting the teacher
attracted the attention of all students to pay attention to the learning that was about
to begin.
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FIELD NOTE
Day : Wednesday
Date : 2nd December 2020
Note :
In summarizing the students must state the main idea of the text in the first
sentence and only include the most important information. In this strategy many
students ask the teacher because they are confused about summarizing the text.
Then the teacher explains to the students and asks them to follow the method that
has been explained. This strategy is difficult enough that the teacher needs time to
repeat the method even more.
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APPENDIX 2
Teacher Interview Questions Sheet
1. Do you have the difficulties in teaching reading?
2. How is the process of your teaching reading?
3. What is the most strategy you used in teaching reading?
4. What is your reason in using some strategies in teaching reading?
5. How do you make students active in classroom?
6. How does students reaction when you changed the strategies?
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Lembar Pertanyaan Wawancara Guru
1. Apakah anda mengalami kesulitan dalam mengajar membaca?
2. bagaimana proses anda dalam mengajar membaca?
3. Strategi apa yang paling sering anda gunakan dalam mengajar membaca?
4. Apaalasan anda menggunakan beberapa strategi dalam mengajar
membaca?
5. Bagaimana anda membuat siswa aktif dikelas?
6. Bagaimana reaksi siswa ketika anda mengubah strategi?
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APPENDIX 3
Teacher Interview Questions and Answers Sheet
1. Do you have the difficulties in teaching reading ?
Answer :No, because students pay attention to the material I am explaining
so that it makes them faster to understand the material.
2. How is the process of your teaching in reading ?
Answer : My process of teaching reading is dependent on the material I
teach., starting from reading the text, looking for vocabulary that they
don’t know, their meaning and pronunciation and making questions from
the text they read, then I ask them to make a summary of the text they read.
3. What the most strategy she used in teaching reading ?
Answer :I mostly used QAR. Because I use QAR to provoke students’
enthusiasm in learning and make it easier for them to make questions and
answers.
4. What is your reason in using some strategies in teaching reading
comprehension ?
Answer :I used several strategies to keep students from getting bored in
class and to make them enjoy learning to read.
5. How do you make students active in classroom ?
Answer :I changes the strategy every teaching
6. How students reaction when he changed the strategies ?
Answer :They feel energized and enjoy the class
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Lembar Pertanyaan Guru dan Jawaban Wawancara Guru
1. Apakah anda mengalami kesulitan dalam mengajar membaca?
Jawaban : tidak, karena siswa memperhatikan materi yang saya jelaskan
sehingga membuat mereka lebih cepat memahami materi tersebut.
2. Bagaimana proses anda dalam mengajar membaca?
Jawaban : Proses saya mengajar membaca adalah tergantung dengan
materi yang saya ajarkan mulai dari membaca teks, mencari kosakata yang
tidak mereka ketahui artinya dan pengucapannya serta membuat
pertanyaan dari teks yang mereka baca, kemudian saya meminta mereka
membuat ringkasan dari teks yang mereka baca.
3. Strategi apa yang paling sering anda gunakan dalam mengajar membaca?
Jawaban : Saya kebanyakan menggunakan QAR. Karena saya
menggunakan QAR untuk memancing semangat siswa dalam belajar dan
memudahkan mereka dalam membuat pertanyaan dan jawaban.
4. Apa alasan anda menggunakan beberapa strategi dalam mengajar
membaca?
Jawaban : Saya menggunakan beberapa strategi agar siswa tidak bosan
dalam kelas dan membuat mereka menikmati belajar dalam kelas
membaca.
5. Bagaimana anda membuat siswa aktif dikelas?
Jawaban: Saya mengubah strategi setiap pengajaran
6. Bagaimana reaksi siswa ketika anda mengubah strategi?
Jawaban : Mereka merasa bersemangat dan menikmati kelas
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RESEARCH DOCUMENTATION
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CURRICULUM VITAE
Name : Nopi Windi Lestari
Place/Date of Birth : Purwobakti, 11 November 1997
Address : Lrg. Bambu Kuning Rt 11,Dusun
Purwobakti Kec. Bathin III, Kab.
Bungo, Jambi
Gender : Female
E-mail Address : [email protected]
Phone Number : +6281272546397
Religion : Moslem
Educational Background:
No Level of Education Year of Graduated
1 SDN 112/II Dusun Purwobakti 2010
2 SMP N 2 Muaro Bungo 2013
3 SMA N 1 Muaro Bungo 2016
4 UIN STS Jambi 2021
Jambi, Mei 2021
Researcher
Nopi Windi Lestari
TE. 161773
