Hidayah, Nur
(2023)
English Teachers’ Strategies in Teaching Reading Comprehension at the Second Grade Students in SMPN 1 Panyabungan Selatan.
Skripsi thesis, Universitas Negeri Padang.
Abstract
This research aimed to analyze the strategies used by English teachers in teaching reading comprehension and how these strategies are implemented. This research used a qualitative descriptive approach using questionnaires, observations and interviews as research instruments. This research focused on two English teachers who taught second grade students at SMPN 1 Panyabungan Selatan. Findings revealed three main strategies used by teachers: Scaffolding, Think Aloud, and QARS (Question Answer Relationship). The scaffolding strategy was implemented by selecting texts that suited the student's level of difficulty, providing a general description of the text, reading the text with the correct rhythm and intonation. Helped students understand the language used by the author, and encourages students to generate their own questions regarding words or concepts they did not understand in the text. This strategy could help students develop their understanding of the ideas in the text. Then, Think Aloud was implemented by making predictions before reading the text, visualizing or creating a picture of the text, associating the text with new knowledge or information with previously learned concepts, identifying confusing parts in the text, and rereading previous parts when finding parts of the text which was difficult to understand. This strategy allowed them to relate information to the context of the text. Meanwhile, QARs were implemented by teaching students to identify the relationship between the type of question and the source of information in the text and helping students recognize whether the answer could be found in the text or requires deeper understanding. This strategy allowed teachers to assess students' understanding of the material being taught. Apart from that, the use of this strategy was effective because it encourages students to be more active so as to generate ideas and increase their participation in the learning process. It also allowed teachers to ensure that students focued on the text and understood its content.
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