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
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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.
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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
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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.
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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
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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
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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.
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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
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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